高中英语 Unit 1教案 牛津版必修5 教案 70页

Unit1GettingalongwithothersI.单元教学目标技能目标SkillGoals▲Readtwoletterstoamagazineagonyauntaboutfriendshipandanarticlefromaschoolmagazine▲Listentoaconversationonaradiotalkshow▲Discussfriendshipandpracticeagreeinganddisagreeing▲Writealettertoafriend▲PresentanoralreportontheresultsofasurveyII.目标语言功能句式AgreeingIagreewithyouon/that…Iamofthesameopinion(as…).Exactly.That’sagoodpoint.That’showIfeel(about…)too.That’sright.You’vegotapoint.Yes.Andanotherreasonisthat…DisagreeingIdon’tagree.Whatabout…?I’mnotsurethat’strue.\nIseethingsslightlydifferently.Ontheotherhand,…Perhapsyouaremistaken.Really?Idon’tthinkthat…Itakeyourpoint,but…That’strue,but…词汇1.四会词汇betray,primary,academic,stupid,overlook,cheerful,admit,deliberately,swear,forgive,tease,friendship,dilemma,brilliant,focus,absent-minded,afterwards,yell,mean,guilty,cruel,stand,awkward,outgoing,apologize,bitter,athletic,right,unlikely,blame,doubt,behavior,embarrass,gifted,strength,teammate,unfair,stubborn,disagreement,ruin,delay,mailbox,persuade,badminton,note,dentist,arithmetic,amusement,circus,daily,identity,discourage,absurd,essay,punishment,area,trying,anxious,suffer,practical,free,line,puzzle,apartment,sofa,absorb,absorbed,attitude,consistent,worldwide,adolescent,hesitate,respond,hesitation,regardless2.认读词汇jealous,horoscope,Easter,DVD,algebra,3.词组getalong(with…),primaryschool,asaresult,amusementpark,keepone’sword,discourage…fromdoingsth,getthrough,intheworld,oneanother,feelashamedof,bedeterminedtodosth,feellikedoingsth,hesitateto,admitdoing,regardlessof,apologizetosb.forsth,asaresult4.重点词汇\nbetray,admit,absent-minded,mean,stand,outgoing,apologize,bitter,stubborn,,persuade,discourage,absorb,absorbed,hesitate,hesitation语法To-infinitiveBareinfinitiveVerb-ingformasanoun\n重点句子1.Imusthavesoundedveryproudofmyselfafterthetest,sayingloudlyhoweasyitwasandhowIwassuretogetagoodmark.P22.Ifoundapieceofpaperonmydeskthatsaid‘StupidSarahgotaD!’P23.IwassoupsetthatIfeltlikecrying.P24.IfeelreallyguiltybecauseIsaidsomereallycruelthingstoo,butIcan’tstandseeingourteamlose.P35.Yesterday,Isawhimtalkingtoanotherboy,Peter,andIcannothelpwonderingifhewantsPetertobehisbestfriendinsteadofme.P36.Robertoftenwonders,‘Whatintheworlddotheyhavetotalkabout?’P187.Whenaskedtheyusuallyhesitatebeforeresponding,‘Mybestfriend?Ican’tthinkaboutthat…’P188.Whenaboyissaidtobeortohaveabestfriend,itislikelythatthetwosharelittleabouttheirfeelingswithoneanother.P18Ⅲ.教材分析与教材重组1.教材分析本单元以人们生活中较重要的一个方面——与人相处为话题，通过讨论如何与朋友相处，以及好朋友在相处过程中发生不愉快的事情时如何正确处理等问题，使学生对友谊有更深刻的认识和理解，树立正确的交友观。并围绕友谊这个话题，指导学生发表自己的看法和见解。通过本单元的学习，让学生运用所学的知识给自己的朋友写一封信，谈谈对友谊的理解。同时让学生了解不同性别的青少年对友谊的不同态度，最终使学生能通过小组合作的形式，根据提示步骤就不同性别的青少年对某一话题的不同态度写一份口头报告。1.1Welcometotheunit\n提供了四幅图画，每幅图画配有一句有关与人相处的谚语。让学生就图画和谚语根据自己的社会知识和亲身体会谈如何与人相处及对友谊的理解，并讨论回答相关问题，从而引出单元话题，激活学生的相关知识，为本单元的进一步学习做热身准备。1.2Reading呈现了两封读者专栏主持人写的信。信中描述了两位学生在与好朋友相处的过程中所发生的不愉快的事情，希望专栏主持人能提出一些建议，帮助他们解决困惑。旨在使学生学会搞好人际关系，保持友谊。A设置了几个问题，要求学生快速阅读并回答问题；C1和C2分别是回答问题和判断正误的练习，是对阅读细节的检验；D是一个词汇练习，帮助学生在语境中学习生词的意义和用法；E是一些词汇的应用性练习，要求学生根据前后文用适当的单词填空；F是一个会话练习，要求学生根据提示问题，讨论有关友谊与交友的话题，是输出性的口头训练活动。“阅读策略”以提示框的形式指导学生如何在阅读的过程中，理解并体会表达作者强烈感情的语句，培养并提高学生的阅读能力。1.3Wordpower通过对描述人的个性的形容词的分类，帮助学生学习并掌握这方面的词汇。1.4Grammarandusage分三部分。第一部分介绍了带to的不定式在句中担当的不同成分以及它的一般式、进行式、完成式；第二部分呈现了不带to的不定式的各种用法；第三部分总结了动词-ing形式作名词的用法。最终使学生学会在具体的语境中灵活运用本单元所学的语法知识。教师可在此基础上做些拓展性和巩固性练习设计。1.5Task设计了三项任务型活动。其一,指导学生如何在听的过程中抓住关键信息并简要地做好笔记；其二,让学生以友谊为话题展开讨论，使学生学会如何表达自己的观点，发表自己的见解和看法；其三,首先向学生呈现一篇习作，指导学生进行短文改错,然后让学生给自己的朋友写一封信。最后让学生按照前面的指导修改自己的文章。1.6Project首先让学生阅读一篇关于不同性别的青少年对友谊的不同态度的文章，使学生从中受到启发，并根据所给出的具体步骤，通过小组讨论，分工合作，信息搜集和整理等形式，用英语展开活动计划、活动准备、成果展示等，就不同性别的青少年对某一话题的不同看法，完成一份口头报告。1.7Self-assessment要求学生对照各个单元学习项目按五个等级进行自我评价，对单元学习进行反思，并制定计划以提高自己的学习水平。\n2.教材重组2.1将Welcometotheunit和Task中的Skillsbuilding2整合在一起上一节“口语课”，让学生就友谊及人际关系的话题发表自己的看法并说明理由。2.2将Reading中的A项到E项及Workbook(Page90)中的A1&&A2整合在一起上一节“阅读课(I)”。2.3将Reading中的F项及Workbook(Pages94&&95)中的Reading整合在一起上一节“阅读课(II)”。2.4将Wordpower设计为一节“词汇课”。2.5将Grammarandusage中的To-infinitive和Bareinfinitive及Workbook(Page92)中的C1整合在一起上一节“语法课(I)”。2.6将Grammarandusage中的Verb-ingformasanoun及Workbook(Page92)中的C2整合在一起上一节“语法课(II)”。2.7将Task中的Skillsbuilding1及Workbook（Page96）中的Listening整合在一起上一节“听力课”。2.8将Task中的Skillsbuilding3及Workbook（Page97）中的Writing整合在一起上一节“写作课”。2.9将Project及Workbook(Pages91&&93)中的B1&&B2，D1&&D2整合在一起上一节“综合技能课”。3.课型设计与课时分配1stPeriodSpeaking2ndPeriodReading(I)3rdPeriodReading(II)4thPeriodVocabulary5thPeriodGrammar(I)6thPeriodGrammar(II)7thPeriodListening\n8thPeriodWriting9thPeriodIntegratingskillsIV.分课时教案TheFirstPeriodSpeakingTeachinggoals教学目标1.Targetlanguage目标语言交际用语AgreeingandDisagreeingIagreewithyouon/that...Iamofthesameopinion(as...).Exactly.That’sagoodpoint.That’showIfeel(about...)too.That’sright.You’vegotapoint.Yes.Andanotherreasonisthat...Idon’tagree.Whatabout...?I’mnotsurethat’strue.Iseethingsslightlydifferently.Ontheotherhand,...Perhapsyouaremistaken.Really?Idon’tthinkthat...Itakeyourpoint,but...That’strue,but...\n2.Abilitygoals能力目标Enablethestudentstotalkaboutfriendsandfriendship,expressingtheirideasandgivetheiropinions.3.Learningabilitygoals学能目标Helpthestudentslearnhowtotalkaboutgettingalongwithfriends,friends,andfriendship.Enablethestudentstolearnhowtoexpresstheirideasandgivetheiropinions.Teachingimportantanddifficultpoints教学重难点Guidethestudentstolearntoexpresstheirideasaboutgettingalongwithfriends,friends,friendship,personalitiesandsoon.Teachingmethods教学方法Discussing,pairworkandgroupwork.Teachingaids教具准备Acomputerandaprojector.Teachingproceduresandways教学过程与方式StepILead-inT:Goodmorning/afternoon,boysandgirls!Ss:Goodmorning/afternoon,Mr./Ms...!T:Inourdailylife,wehavetodealwithdifferentpeople.Whilegettingalongwithpeople,wemaymakefriendswiththem.Ithinkmostofyouhavegoodfriends,right?Ss:Yes,ofcourse.T:Nowthatalmosteveryonehasgoodfriends,whydoweneedfriends?S:Ithinkfriendsareimportanttoallofus,becauseweneedtohelpeachother.S:Inmyopinion,wealsoneedsomeonetocareandunderstandandtosharesorrowandhappiness.\nS:Ibelievethateveryoneneedsafriendtobetruetouswhethernearorapart.T:Quiteright.Noonecansailtheoceanoflifesingle-handed.Everyoneneedsfriends.Inourdailylife,ifwehavefriends,wecanliveahappylife.Friendshipisveryimportanttousandknowinghowtogetalongwithothersisalsoanimportantpartoflife,sowemustlearnhowtogetalongwithothers,especiallywithfriends.Nowlet’shaveadiscussionaboutgettingalongwithfriends.StepIIWelcometotheunitLetthestudentstalkaboutsomeproverbsaboutfriendsandfriendshipandthenanswersomequestionsaboutthetopic.T:OK!NowIwillshowyousomeillustrationsandproverbsaboutfriendsandfriendship.Let’slookatthefourillustrationsandreadtheproverbundereachone.I’dliketodivideyouintofourgroups,eachgroupfocusingononeillustration.Youcanuseyourcommonknowledgeandexperiencetodescribeeachillustrationandtelluswhattheproverbmeansinyourownwords.NowI’dliketogiveyoufiveminutestodiscusstheillustrationsandproverbs.Ss:Yeah!Showthemonthescreen.Whilethestudentsarediscussing,movearoundtohelpthemifnecessary.T:Timeisup.Areyouready?Ss:Yes.T:Who’dliketotellussomethingaboutthefirstpictureandthefirstproverb?S:Letmehaveatry.Inthefirstpicture,twogirlsaretalkinganddrinkinghappilyandtheclocktellsusthattheyhavebeendoingsoforthreehours.Theyareabsorbedintheconversation.Sotheproverb“Friendsarethievesoftime.”meanswhenyouspendtimewithyourfriends,youalwaysfeelhowtimeflies.T:Verygood.Group2,whataboutyourdescription?\nS:FromPicture2andtheproverb“Thebestmirrorisanoldfriend”,wecanknowthatanoldfriendislikeamirror,becauseanoldfriendistheonewhoknowsalmostallaboutyou.Onlyheorsheknowsyoumost,especiallyyourstrengthandweakness.T:Youarequiteright.Weshouldtreasureourfriendshipwithfriends,especiallywitholdfriends.Nowwhoseturnisittogiveyourdescription?S:It’sourturn.AsagroupleaderI’dliketogiveourdescriptionofPicture3.Arichmanwhowantstomakefriendsthinksthathecanbuyaperson’sfriendshipwithmoney.Butheismistaken.Friendshipcan’tbeboughtbymoney.Eventhoughyoubuyitwithmoney,thekindoffriendshipistemporary,notlasting.SoIthinkthatifyoucanbuyaperson’sfriendship,it’snotworthhaving.S:Iagreewithhim.Asweknow,moneyisquitedifferentfromfriendship,whichisakindofvaluelesstreasureintheinnerworld,whilemoneyjuststandsforanecessarywhichhasnorelationshipwithfriendship.Eventhoughsomepeoplebelievethatmoneycanbuyeverything,itcannotbuyorguaranteefriendshipandhappiness.Moneymakesamanwelcomedeverywhere,buthecan’tmaketruefriends.Inmyopinion,beingontheoppositesideofabusinessdealfromafriendorrelativecanruinagoodrelationshipanddamagetheirfriendship.T:Whatdoyouthinkoftheirdescription,boysandgirls?Ss:Verywonderful!T:Justnowtheytoldushowtomakefriends.OK,it’stimeforGroup4toshowyouropinionsonPicture4.S:FromPicture4,weknowthattheheartsofthetwofriendsarelinkedtoeachother.Aristotleoncesaid“Atruefriendisonesoulintwobodies.”Theyhavealottosharewitheachotheranddoalotofthingstogether.Theirfriendshipistreasuredintheirheartsandtheirthoughtsarealwaysnear.Theysharesorrowandhappiness.Thereforeweunderstandhowtogetalongwithfriendsandkeep\nfriendshipfromtheproverb“Truefriendshaveheartsthatbeatasone.”T:Isthereanyotherproverbaboutfriendsandfriendship?S:Yes.Iknowapopularsaying“Afriendinneedisafriendindeed.”Itmeansthebestfriendistheonewhohelpsyouwhenyouarereallyinneedofhelp.Iagreewiththeproverb.Friendshipmeanshavingpeoplewhoyouknowwillhelpyouifyouareeverintrouble.Heshouldbereadytohelpyouespeciallywhenyouhavetrouble.Ifhedoesn’ttryhisbesttohelpyou,he’llbetooselfishtoothers.Ifso,youcandrawaconclusionthatheisnotatruefriend.T:Welldone!Allofus,includingme,shouldbeawareoftheimportanceofgettingalongwithfriendsandfriendship.ThefollowingpartistodealwiththequestionsonPage1.T:Nowpleaselookattheslideshow.Anddiscussthesequestionswithyourpartners.ThenI’llasksomeofyoutoreportyourwork.Areyouclear?ShowthethreequestionsonPage1onthescreen.Afterthestudents’discussion,letthemreporttheirwork.T:Nowwho’dliketoanswerthefirstquestion?Anyvolunteer?S:Letmetry.Ihaveabestfriend.Inearlydoeverythingwithmybestfriend:study,read,watchTV,surftheInternet,playsportsandlistentomusic.IfIhaveaproblem,heisalwaystheretohelpme.Wehavealotincommonandsharehappinessandsorrow.Ourfriendshipisgoodtobothofus.WithmybestfriendIfeelIamnotlonelyatallandIamthehappiestpersonintheworld.SoIthinkheismybestfriendforever.T:Quiteright.Nextquestion?S:Wecansharesecretswith,telljokesto,andtalkaboutourinterestsaswellasourworrieswitheachother.Ofcourse,everyonehashisownpersonality.Sometimeswemayquarrelwitheachotherbutwecanunderstandandforgiveeachother,thinkingmoreoftheother.Ifsuchthingsdohappen,wemakeupassoon\naspossible.Weneedfriendstosupportandhelpusoutofdifficulties.Whenevereitherofushasanydifficulty,we’lltryourbesttodowhatwecantohelpeachotherwithouthesitation.Wedevoteourselvestoourbestfriend.Asasayinggoes,afriendinneedisafriendindeed.T:Wonderful!Youhaveverygoodunderstanding.Nowwhocananswerthelastquestion?S:Letmehaveatry.Inmyopinion,themostimportantcharacteristicsinafriendarerespect,trustandunderstanding.Everyoneneedstrust.Bepatientbeforeyouwanttoloseyourtemper.Trytolistentoandbelieveothers,bekindtoyourfriendsandlearntoforgiveothers.Thenyou’llbewelcome.StepIIIDiscussionHelpstudentstolearnhowtoexpresstheirideasandgivetheiropinions.T:Uptonow,wehavediscussedsomethingaboutfriendsandfriendship.NowworkingroupsoffourtoexpressyouropinionsonthestatementsonPage14bystatingwhetheryouagreeordisagree.YoucanusetheexpressionslistedonthetopofPage14apartfromsimpleYesandNoanswers.Pleasediscussyourideaswithyourgroupmembers.I’llgiveyouafewminutes.Afewminuteslater.T:OK,timeisup.Whichpaircangiveusyouropinionsonthefirststatement?S1:That’sright.Meatcontainsalotoffat.Ifpeopleeatmeatwithalotoffat,theyarelikelytoputonweightandsufferfromillnesseslikecerebralthrombus.Whilefewervegetariansareoverweightandvegetablesarerichinvitaminsandfibrewhichhumanbodyneeds.SoIthinkvegetariansarehealthierthanpeoplewhoeatmeat.S2:Really?Idon’tthinkso.Ifpeoplewanttobeingoodhealth,theyshouldhaveabalanceddiet.It’sreportedthatvegetarianteensoftendonotgetenoughmineralssuchascalcium,ironandzinc.Theyneednotonlyvegetablesbutalso\nmeat.Soeatingsomemeatisn’tbadtotheirhealth.T:Mm,bothofyouarereasonable.Whataboutthesecondone?S1:That’showIfeeltoo.Idon’twanttogrowup.Stayingateenagerforeverwouldbegreat.IfIstayedateenagerforever,Iwouldbefreefromcaresandworries.IwilldoeverythingasIlike.Myparentscandoeverythingforme.IfIwereanadult,Iwouldbeboundbymanyrestrainsandtakeresponsibility.S2:Ithinkthingsslightlydifferently.Ithinkifeveryonewantedtostayateenagerforever,mankindwouldn’tbeprogressing.Ourcountrywouldn’tbecomeprosperousandpeoplecouldn’tliveamuchhappierlife.Besides,teenagersareunderalotofpressurebecauseoftheirstudiesandtheycan’tdomanythingsindependently.T:Allright.Isee,youhavedifferentideas.Well,whatareyouropinionsonthethirdstatement?S1:Exactly.Ithinkmakinggoodfriendsismoreimportantthanspendingtimewithfamily.Youcantellwhateveryouthinkinyourmindtoyourfriend.Wearenotwillingtotellthemtoourparents,becausetheysometimesdon’tunderstandusteenagerswell.S2:Perhapsyouaremistaken.Eventhoughyouhaveagoodfriend,youcan’ttellhimallyourpersonalmatters.Friendshipwillnevertaketheplaceoftherelationshipoffamily.Inmyopinion,theyarenotthesameandcan’tbecompared.Notonlydowemakegoodfriendsbutalsowespendtimewithfamily.T:Who’dliketotellussomethingaboutthefourthstatement?S1:Ithinkso.Firstly,havingagoodjobmeanshavingagoodincome.Ifweearnmuchmoney,we’llliveahappylifeinthefuture.Secondly,ahighly-paidjobisalwaysabigchallenge.S2:Idon’tagree.Generallyspeaking,havingagoodjobmeanshavingagoodincome.Butifyouhavemuchmoney,youdon’talwaysfeelhappy.Thetruehappiness\nistofeelwithyourheart.Eventhoughyoudon’thavea“good”job,youwillalsofeelhappyinthefuture.Aslongasyourjobbenefitsotherpeople,youshouldfeelhappy,becauseyoudoyourdutytosociety.Weshoulddoourownjobwellwhetherthejobisgoodornot.T:Welldone!Nowdoyouhaveanyideaaboutthefifthstatement?S1:That’sagoodpoint.Nowadays,mostteachersjudgeastudentbyhismarks.Ifyougetgoodmarks,youcanoftenbepraisedbyyourteacherandgetalotofthingsatschool.Soitindicateshowsmartyouare.What’smore,gettinggoodmarksistheonlywaytopasstheNationalMatriculationExaminationTest.S2:Itakeyourpoint,butIseethingsslightlydifferently.Manystudentsgetgoodmarks,wecan’tsaythathedoeswellineverything.Sometimestheygetgoodmarksinschoolbuttheyhavelowabilityinsociety.Weshouldbewell-roundedinmoral,intellectual,physicalandaestheticdevelopments.T:Right.Doyouagreewiththelastone?S1:Yes,ofcourseIagreewithit.Theworldisglobalizing.Wearelivinginaglobalvillage.Weshouldcommunicatewithpeoplefromdifferentculturesandlearnfromeachother.Ofcourselanguageisanimportanttoolforpeopletocommunicatewitheachother.S2:ButIdon’tagreewithitcompletely.Weshouldlearnaforeignlanguage,butwefirstneedlearnournativelanguagewell.SoIthinklearningournativelanguageismoreimportantthanlearningaforeignlanguage.Sometimeswespendmuchmoretimestudyingaforeignlanguagebutdon’tuseindailylife;it’sawasteoftimedoingso.T:Youareallright.Youhaveyourownopinionsonthestatements.That’sverygood.StepIVFurtherdiscussion\nAskthestudentstocontinuediscussingandunderstandthemeaningoffriendshipbetter.T:Nowthatyouhavelearnedhowtogiveopinions,let’shaveaclassdiscussiononfriendship.Youcanaskatleastthreeotherclassmatesfortheiropinionsonfriendship.YoucanrefertothequestionslistedonPage15togetyoustarted.AfterafewminutesI’llcheckyourwork.Sampledialogues:Dialogue1:S1:Doyouhaveabestfriend?S2:Ihaveabestschoolfriend.Westudyandplaywitheachotherinschool.S3:Ihaveabestfriendandwedoeverythingtogether:study,read,watchTV,surftheInternet,playsportsandlistentomusic.S4:Ihaveabestfriendandwedoourbesttohelpeachothernomatterwhoisinneedofhelp.Dialogue2:S1:Whatdoyouthinkabestfriendshouldbelike?S2:Inmyopinion,mybestfriendshouldhavethesamekindofsenseofhumorsothatwecanlaughtogether.S3:Ithinkabestfriendshouldbetruetouswhethernearorfarapart.S4:I’dlikemyfriendstogivemecouragetosolveallkindsofproblems.Dialogue3:S1:Whatqualitiesareimportantinafriend?S2:Kindnessandhonestyareimportantinafriend.S3:Ithinktrustandunderstandingareimportantinafriend.S4:Inmyopinion,respectandpatienceareimportant.Dialogue4:S1:Doeshavingfriendsmakeyouabetterperson?\nS2:No.Thekindoffriendyouhavemadedecideswhetheryouareabetterpersonornot.S3:Iagreewithyou.Ifyouhaveagoodfriend,youwillbeabetterperson.Andifyouhaveanillfriend,youwillbecomeevenworse.S4:That’sright.Asweallknow,onewhokeepscompanywiththewolfwilllearntohowl.Youshouldchooseyourfriendwisely.Dialogue5:S1:Howdoyouwantyourfriendstotreatyou?S2:Ithinkhefirstiskindandfriendlytome.S3:Inmyopinion,heshouldbehonesttome.S4:ButIthinkmyfriendsshouldrespectandunderstandmefirst.Dialogue6:S1:Howcanfriendshelpyousolveyourproblems?S2:WhenImeetsomeproblems,myfriendwilllistentomepatientlyandtrytodowhathecantohelpme.S3:Firstmyfriendencouragesmeandgivesmethecourage.Thenwetrytofindsomepossiblewaystosolvetheproblems.S4:WhenIaminneedofhelp,myfriendwilldevotehimselftohelpingmewithheartandsoul.Dialogue7:S1:Whatmakesagoodfriendshiplast?Why?S2:Friendshipisoneofthegreatestpleasuresthatpeoplecanenjoy.SoIthinkoneofthebestwaystokeepfriendshipistoreturnit.S3:Realfriendshipisarareandpreciousgift,strong,stable,yetfragileandnevertobetakenforgranted.Onlyinthiswaycanwemakeagoodfriendshiplast.S4:Ithinkallofusshouldbefaithfultoourfriendsandkeepourrealfriendship\nforever.T:Nowyouhavecompletedthereportontheanswersfromyourclassmates.Thendiscusssomeotherstatementsonfriendshipanddecidewhetheryouagreeordisagreewiththem.LookatactivityB.Afterafewminutes,checktheirwork.T:Whocangiveusyouropinionsonthefirststatement?S:Letmetry.Ithinkfriendshipisanimportantpartofmylife.Friendshipistoourlifewhatsaltistodish.Ifyouarehappy,youcansharethehappinesswithyourfriends;ifyouareintrouble,friendswillhelpyouandremovethebarriersforyou;ifyouhaveahardnuttocrack,youcanturntofriendsforhelp.T:Yourunderstandingisverygood.Whataboutthesecondone?S:Iagreewiththestatement.Icanconcludethatmostofuswanttomakefriendswiththepersonswhoarehonest,kindandhaveasenseofhumor.Kindnessandhonestyareimportantforustokeepfriendship.Ifyouhaveahumorousfriend,youwillenjoylifehappilyandlaughtogether.T:That’sright.Who’dliketotellussomethingaboutthelastone?S:Idon’tagreewiththestatementcompletely.Everyoneshouldhaveoneortwogoodfriends,butweshouldalsohavealotofacquaintances.Thesocietyhasbecomemoreandmorecomplicated.Whereverwego,wecannotbeseparatedfrompeoplearoundus,suchasoneortwogoodfriendsandmanyacquaintances.Weliveinthebigfamilyofthesociety.Wehavetogetalongwithmanydifferentpeopleinordertolive.Sowecan’tsayoneisbetterthantheother.Theycan’tbecompared.T:OK,somuchforthediscussion.StepVSummaryandhomework\nT:Uptonowwehavediscussedsomuchonfriendsandfriendship.Everyoneneedsfriends.Wecanlivewithoutabrother,butnotwithoutafriend.Friendshipisveryimportantinourlife.Weshouldtreasureourfriendshipandkeepourfriendship.Weshouldalsolearnhowtodealwithothers,especiallywithourfriends.Wedidn’tdiscusswhattodowhensomethingunpleasanthappensbetweentwogoodfriends.AfterclasspleasepreviewthetwolettersonPages2and3.Ss:Goodbye,Mr./Ms...!TheSecondPeriodReading(I)Teachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语betray,absent-minded,outgoing,academic,overlook,deliberately,tease,yell,mean,awkward,apologize,guilty,bedeterminedtodo,asaresult,feelashamed(ofsth),feellikedoing,keepone’sword,can’thelpdoingb.重点句子Imusthavesoundedveryproudofmyselfafterthetest,sayingloudlyhoweasyitwasandhowIwassuretogetagoodmark.Ifoundapieceofpaperonmydeskthatsaid‘StupidSarahgotaD!’IwassoupsetthatIfeltlikecrying.IfeelreallyguiltybecauseIsaidsomereallycruelthingstoo,butIcan’tstandseeingourteamlose.Yesterday,Isawhimtalkingtoanotherboy,Peter,andIcannothelpwonderingifhewantsPetertobehisbestfriendinsteadofme.2.Abilitygoals能力目标Enablethestudentstolearnhowtogetalongwithfriends,especiallywhensomething\nunpleasanthappensbetweentwogoodfriends.3.Learningabilitygoals学能目标Helpthestudentslearnhowtounderstandemotionofthewriter.Teachingimportantanddifficultpoints教学重难点Guidethestudentstofindoutwaystosolvetheproblemwhensomethingunpleasanthappensbetweentwogoodfriendsandunderstandemotionofthewriter.Analyzethestructureofsomesentences.Teachingmethods教学方法Fastreadingandcarefulreading;discussingandsummarizing.Teachingaids教具准备Arecorder,acomputerandaprojector.Teachingproceduresandways教学过程与方式StepIRevisionandlead-inT:Goodmorning/afternoon,boysandgirls!Ss:Goodmorning/afternoon,Mr./Ms...!T:Whatdidwelearnyesterday?Ss:Wetalkedaboutfriends.Friendsareveryimportanttoanyperson.Weknowhowtomakefriendsfromourtalk.S:Wealsotalkedaboutfriendship.Friendshipisoneofthegreatestpleasuresthatpeoplecanenjoy.Weshouldtreasureourfriendship.S:Wediscussedhowtogetalongwithourgoodfriends.Fromthediscussion,weknewweshoulddowhatwecantohelpourfriends.Respect,understanding,trustandhonestyareveryimportantwhilewearegettingalongwithourfriends.T:Verygood.Wetryourbesttokeepfriendship.Buthaveyoueverfallenoutwithaverygoodfriend?S:Yes.Ioncequarreledwithmybestfriend,WangFang.\nT:Why?Howdidyoutwodealwithit?S:HepromisedthatIwouldreadhisfavouritebook,buthedidn’tkeephisword.Laterheexplainedtomethereasonandapologizedtome.Iforgavehim.T:Youareverygood.Everyonehashisownpersonalityanditisnotalwaysthatfriendshavethesamethoughtateverything.Sometimesgoodfriendsmayquarrelormisunderstandeachother.Thatistosay,somethingunpleasantbetweentwogoodfriendsislikelytohappen.DoyouwanttoknowwhatproblemsSarahandAndrewhaveintheirfriendship?Ss:Yes.T:OK.Todaylet’sreadtwolettersonPages2and3.StepIIReadingAskthestudentstoreadthetwoletterswrittentoamagazineagonyauntonPages2and3toknowwhatSarah’sandAndrew’sproblemsare.FastreadingGetthestudentstogetthegeneralideaofthetwoletters.T:NowIwillplaythetapeforyoutolistento,andafterlistening,youshouldanswerthethreequestionsonPage2.Keepthesequestionsinmindwhileyouarelistening.Makenotesifyoulike.Afterplayingthetape,checktheanswerswiththewholeclass.T:Nowlet’schecktheanswers.Who’dliketoshareyouranswertothefirstquestion?Anyvolunteer?S:Letmehaveatry.Thewritersofthetwolettersarebothfeelingsad.T:Allright.Whataboutthesecondone?S:Thenextdayafterclass,Sarah’sMathsteachertoldherthatshehadscoredthelowestmarkintheclass.Thatistosay,shegotaD.\nT:Good.Whocantellustheanswertothelastquestion?S:Me.No,heisusuallycheerfulandoutgoing.T:Wonderful.Ithinkyou’vegotthegeneralideaofthetwoletters.CarefulreadingGetthestudentstogetthedetailedinformationaboutthetwoletters.T:NowIwillgiveyousomemoreminutestoreadthetwoletterscarefullyandunderstandthedetailsinthetwoletters.ThenfinishthequestionsinC1.Showthequestionsonthescreen.Letthestudentsgothroughthequestionsfirst,thenreadthetwoletters.After5minutes,checktheanswers.SuggestedanswerstoC1:1.ShethoughtthesurpriseMathstestwasquiteeasy.2.ShetoldHannahhowbadlyshehaddoneinthesurpriseMathstest.3.BecauseshethoughtthatHannahhadtoldeveryonehowbadlyshehaddoneinthesurpriseMathstest.4.HethoughtMatthewplayedbadlyanddidnottryhardenough.Asaresult,theylostthegame.5.Hethoughtitwasn’thisfault.6.Heisusuallycheerfulandoutgoing.T:Ithinksomeofyoumayreadsomeotherletterstoanagonyauntwhichdescribeaproblemthewriterhasstrongfeelingsaboutlikeanimportanteventoranunforgettableexperience.Usuallythewriterwriteswhathe/shehonestlythinksandfeels.Byreadingtheletterscarefully,itispossibletofindoutjusthowthewriterfeelsabouttheproblemandeventhinkaboutwhatadvicetogivethem.NowreadthetwolettersagainandfinishC2.Afterafewminutes,checktheanswerstogether.SuggestedanswerstoC2:\n2.Shefeltsoashamed.3.Shewassoupsetthatshefeltlikecrying.4.Hehadadilemma.5.Hefeltreallyguilty.6.HefeltveryangrywithMatthew.StepIIIExplanationPlaythetapeagainforthestudents.Askthemtounderlinethedifficultsentences.Afterthestudentslistentothetape,dealwithsomelanguagepoints.T:Nowwewilldealwithsomedifficultlanguagefocuses.Iwillplaythetapeforyou.Pleasemakeamarkwhereyouhavedifficulties.Beforeexplainingthedifficultpoints,askthestudentstorefertothenotestotheunitonPages61and62.T:Doyouhaveanydifficultieswiththetwoletters?S:Couldyoupleaseexplainthesentencetous:Imusthavesoundedveryproudofmyselfafterthetest,sayingloudlyhoweasyitwasandhowIwassuretogetagoodmark?T:Wecanunderstanditlikethis:WhenIsaidloudlyhoweasythesurpriseMathstestwasandhowIwassuretogetagoodmark,it’scertainthatatthattimeIsoundedveryproudofmyselfafterthetest.Thesentenceincludesthestructure“must+havedone”.Weuse“must+havedone”totalkaboutsomethingwhichcertainlyhappenedinthepast.Weshouldalsopayattentionto“saying...”.Herethetwoconnectedactions“saying”and“sounded”arehappeningnearlyatthesametime.We’lllearnitinGrammarandusageofnextunit.Nowpleasepickoutsomesentenceswiththestructure“must+havedone”fromthefirstletter.After2minutes,letsomeofthestudentsreadthesentences.\nS:IthoughtthatHannahmusthavedeliberatelytoldeveryoneaboutmymarkafterpromisingnotto.S:Howtheymusthavelaughedbehindmyback!S:Shesaidthatsomeonemusthaveheardusinthetoilets,butIdon’tbelieveher.T:Great.Doyouhaveanyotherquestions?Ss:No.T:NowIwillgiveyousomeminutestogothroughthetwolettersagainandtrytodoDandEonPages4and5.Afterafewminutes,checktheanswerswiththewholeclass.StepIVSummaryT:WehavereadthetwolettersandtherepliesfromAgonyAuntAnnie.Howdoyoudeadwithproblemsbetweentwogoodfriends?S:Whensomethingunpleasanthappens,atfirstyoushouldmakesurewhatyouhavedonetoyourfriend.Haveyousaidsomethingmakinghimorherangry?Ifso,youcantrytoexplaintohimorher.S:Friendshipneedstrust.Bepatientbeforeyouwanttoloseyourtemper.Trytolistentoandbelieveothers,bekindtoyourfriendsandlearntoforgiveothers.Thenyou’llbewelcome.S:Sometimesgoodfriendsmayquarrelbutiftheycanunderstandandforgiveeachother,thinkingmoreoftheother,theirrelationshipwillbebetterthanbefore.T:Verygood.Peoplewhorefusetoconsiderothershavefewfriends.StepVHomeworkFinishA1andA2onPage90(Workbook)andpreviewReadingonPages94and95.Writeashortpassagetodescribeoneoftheproblemsbetweenfriendsandhowit\nissolved.TheThirdPeriodReading(II)Teachinggoals教学目标1.Targetlanguage目标语言a.重点短语besupposedtodo,agreeon,makeacompromise,careabout,aboveall,invitesb.todosthb.重点句子Jeremyhadtodecidewhattodo.HetriedtohelpIanstandup,butIan’srightlegwashurtingtoomuch.Theycontactedthelocalparkrangerandbegansearchingfortheboys.Oneimportantthingtorememberwhentryingtogetalongwithothersiscompromise.Listeningcarefullytoothersshowsthatyoucareaboutthemandthinkthattheyareimportant.2.Abilitygoals能力目标Enablethestudentstoknowtheimportanceoffriendsandfriendshipandlearnhowtogetalongwithothers.3.Learningabilitygoals学能目标Helpthestudentsknowtheimportanceoffriendsandfriendshipandlearnhowtogetalongwithothers.Teachingimportantanddifficultpoints教学重难点Talkabouttheimportanceoffriendsandfriendshipandsomewaysofgettingalongwithothers.Teachingmethods教学方法Scanning,skimminganddiscussing.\nTeachingaids教具准备Arecorder,acomputerandaprojector.Teachingproceduresandways教学过程与方式StepIRevisionandlead-inCheckthestudents’homework.FirstchecktheanswerstoA1andA2onPage90(Workbook)andmakesomenecessaryexplanations.Andthenletsomeofthestudentsreadtheircomposition.T:Who’dliketoreadyourcompositionfortheclass?S:Letmetry.Friendsandfriendshipareveryimportanttousandknowinghowtogetalongwithothersisalsoanimportantpartoflife.Butbeingagoodfriendcansometimesbehard.Eventhoughtheyarethebestfriends,somethingunpleasantmayhappenbetweenthem.Whensuchathinghappens,theyoftengetmadwitheachotherandaren’twillingtolistentoeachotherpatiently.Whatcantheydo?Well,ittakestimetolearnhowtocommunicatewell,anditisimportanttounderstandwhyafriendgetsangrywithyouwhenyousaysomething.Ifyouknowwhatitisthatmakesyourfriendangry,thenyoucantrytotalkabouttheprobleminadifferentway.T:Youdidlearnalotyesterday.Whenitcomestosolvingproblemsbetweengoodfriends,differentpeoplemaycomeupwithdifferentways.StepIIDiscussionDividethestudentsintodifferentgroupsandaskthemtodiscussthequestionsonthescreen.Theyaregivenseveralminutestodiscuss.Eachmemberisencouragedtothinkactivelyandparticipateinthediscussion.Makesureallthestudentshavetheirownopinions.T:Discussthesequestionsonthescreenwithyourpartner.Usetheconversation\ninFonPage5asanexample.ShowthequestionsonPage5onthescreen.Samplediscussion:1S:Ifyoufoundoutthatyourbestfriendhadmadefriendswithanotherperson,whatwouldyouthinkaboutthisandwhatwouldyoudo?S:Icannothelpwonderingifhewantsanotherpersontobehisbestfriendinsteadofme.S:Idon’tthinkso.Itisn’tsurprisingatall.Idon’tthinkweareseparatedbecauseourfriendshiphasjoinedourheartstogether.Nowthatwearegoodfriends,Ishouldtrusthim.Ithinkmybestfriendcanmakefriendswithotherpersonsbesidesme.S:Idon’tthinkhecanmakefriendswithanotherperson.Ifso,hedoesn’thavemuchtimetospendwithme.Gradually,wewilllosetouchwitheachother.S:Onecanhaveseveralgoodfriends.Itcan’tbelimitedtoonegoodfriend.Iwillkeepintouchwithhimasbefore.S:ButIwillfindanotherpersontobemygoodfriend.2S:Doyouthinkgoodfriendsshouldhavethesameinterests?S:Yes,Ithinkso.S:Why?S:Becauseifwehavethesameinterests,wewillhavemanysimilarities.Wecansharesecrets,telljokes,andenjoyhobbiesandsportstogether.S:Idon’tagreewithyou.Havingafriendwithdifferentinterestscanbelikehavingapersonaltourguidewhointroducesustoanotherworldofknowledge.Wewillnotonlyhavesomethingsincommon,butalsohavemanydifferences,whichwecanenjoyexploringtogether.StepIIIReading\nAskthestudentstoreadthetwopassagesonPages94and95inWorkbook.ScanningT:NowfirstreadthetwopassagesonPages94and95(Workbook).Thenanswerthequestionsonthescreen.1.WhatbecameatestoffriendshipfortwoyoungpeoplefromCanada?2.Whatarethethreewaysmentionedinthesecondpassagewhentryingtogetalongwithothers?Suggestedanswers:1.WhatwassupposedtobeafunhikebecameatestoffriendshipfortwoyoungpeoplefromCanada.2.Oneimportantthingtorememberwhentryingtogetalongwithothersiscompromise.Anotherimportantthingtorememberwhentryingtogetalongwithothersistobeagoodlistener.Finally,ittakestimeandenergytobuildgoodrelationshipswithothers.SkimmingT:OK.You’vegotthegeneralideaofthepassages.NowI’llgiveyouafewminutestoreadthetwopassagescarefullyandgetmoreinformationaboutthem.TrytoanswerthequestionsonPages94and95.Suggestedanswers:A1Ononeverydangerouspartofthepath,Iantrippedandfellthreemetersoffthesideofthepath.2Jeremyhadtodecidewhattodo.Heneededhelp,buthedidnotwanttoleavehisfriend.3Whentheboysdidnotreturntothecampsitethatevening,theirparentsbecameextremelyworried.Theycontactedthelocalparkrangerandbegansearchingfortheboys.4Astheeveninggrewdarker,IantoldJeremytoleavehimandgobacktotheirparents,\nbuthestilldidnotleave.JeremythoughtitwastoodangerousforIantobealone.Becausethateveningwascoldandwindy.5Atsunrise,Jeremydecidedthattheonlywaytohelphisfriendwastocarryhim.Sotheystartedthelonghikebacktotheirparents.SometimesJeremycarriedIanonhisback.Sometimeshecarriedhiminhisarms.B1Compromisemeansthatbothyouandyourfriendtalkaboutsomethingyoudonotagreeonandoneorbothofyouagreetogiveupsomethingtofindasolution.2Whentwopeoplemakeacompromise,theyshouldbothbehappyintheend.Peopleoftendisagreewitheachother.Itissometimesnecessarytogiveupsomethingyouwantinordertokeepgoodrelationshipswithothers.3Listeningcarefullytoothersshowsthatyoucareaboutthemandthinkthattheyareimportant.4Ifyourfriendistellingyouaboutadifficultproblem,askhim,‘Howdoyoufeelaboutthat?’Manytimes,wewanttofixourfriend’sproblemsandgivethemadvice,butsometimesourfriendsdonotneedadvice.Theyjustneedsomeonewhowilllistentothemandunderstandtheirfeelings.5Youcanspendtimeandenergywithyourfriends.Invitefriendstodothingswithyousuchaswatchingfilms,goingtotheparkorevencooking.Inthisway,youcanfindcommoninterestswithothersoutsideofschoolandwork.T:Uptonow,youhaveunderstoodthepassagesverywell.Listentothepassages,payingattentiontothephrasesandimportantsentencesonthescreen.Showthemonthescreen.besupposedtodo,agreeon,makeacompromise,careabout,aboveall,invitesb.todosthJeremyhadtodecidewhattodo.HetriedtohelpIanstandup,butIan’srightlegwashurtingtoomuch.Theycontactedthelocalparkrangerandbegansearchingfortheboys.\nOneimportantthingtorememberwhentryingtogetalongwithothersiscompromise.Listeningcarefullytoothersshowsthatyoucareaboutthemandthinkthattheyareimportant.StepIVSummaryHelpthestudentsunderstandtherealmeaningoffriendshipandthewaysofgettingalongwithpeople.T:WhatcanwelearnfromthefirstpassageonPage94?S:Weunderstandtherealmeaningoffriendsandfriendship.Asapopularsayinggoes,afriendinneedisafriendindeed.Itmeansthatthebestfriendistheonewhohelpsyouwhenyouarereallyinneedofhelp.Friendshipmeanshavingpeoplewhoyouknowwillhelpyouifyouareeverintrouble.Heshouldbereadytohelpyouespeciallywhenyouhavedifficulty.Ifhedoesn’ttryhisbesttohelpyou,he’llbetooselfishtoothers.Ifso,wecandrawaconclusionthatheisnotatruefriend.T:Yourunderstandingisquiteright.Realfriendshipisofgreatnecessityforthepersonwhoisintrouble.Whatotherwaysdoyouknowtherearewhentryingtogetalongwithothers?S:Icangiveyousometipsformakingfriends.Smile,bepleasantandsayhellotopeople.Asklotsofquestionsaboutwhatpeoplelikeandwhattheythink—thisisagoodwayforpeopletoknowyouareinterestedinthem.Makethefirstmove.Don’talwayswaitforpeopletosayhelloorinviteyoutosomething.T:Wonderful!Pleaserememberthetips.Theyarecertainlyofgreathelpwhenyouaretryingtogetalongwithothers.Doyouthinkso?Ss:Yeah!StepVHomework\nPickoutsomeadjectivestodescribepersonalityfromthetwolettersanddescribeoneofyourfriends,tellinguswhyyoulikehim/her.TheFourthPeriodVocabularyTeachinggoals教学目标1.Targetlanguage目标语言重点单词generous,reliable,honest,polite,warm-hearted,open-minded,helpful,friendly,dishonest,stubborn,moody,unkind,narrow-minded,bad-tempered,impolite,boring,strong-minded,shy,friendly,happy,determined,timid,kind,cheerful,hard-working,generous,talkative,polite,lazy,selfish,quiet,rude2.Abilitygoals能力目标Enablethestudentstolearntheadjectivestodescribepersonalityandusetheminaproperway.3.Learningabilitygoals学能目标Helpthestudentsmastertheadjectivestodescribepersonalityandusetheminaproperway.Teachingimportantpoints教学重点Adjectivesusedtodescribepersonality.Teachingdifficultpoints教学难点Teachthestudentshowtodescribepersonalitycorrectlyusingadjectivesincontext.Teachingmethods教学方法Groupwork,practiceandcooperativelearning.Teachingaids教具准备Acomputerandaprojector.\nTeachingproceduresandways教学过程与方式StepIRevisionandlead-inCheckthehomework.T:YesterdayIaskedyoutopickoutsomeadjectivestodescribepersonalityfromthetwolettersandthetworepliesafterclass.Haveyoufinished?Ss:Yes.T:I’llaskoneofyoutowritethewordsontheblackboardforus.S:hard-working,absent-minded,cheerful,outgoing,quiet,jealous,stubborn.T:You’vedoneanexcellentjob.Nowwho’dliketoreadyourshortpassageaboutyourbestfriendtoallofus?S:Letmetry.OneofmybestfriendsisWuDong.Wehavebeenfriendsforfiveyears.Heischeerfulandhumorous.Sowealwaysfeelveryhappytogether.Heiswarm-hearted,helpfulandunselfish,sohelikestohelpothers.Ilikehimverymuch.Weoftensharealotwitheachother.Heknowsnearlyeverythingaboutmeandheiskindandhonest.HewillpointoutthemandgivemesomeadvicewheneverImakesomemistakes.SuchisWuDong,areliable,happy,selflessandkind-heartedgoodfriend.T:Didyouhearsomeadjectivestodescribepersonalityinhisdescription?Ss:Yes.T:OK.Todaywe’lllearnsomeadjectivestodescribepersonality.StepIIWordpowerHelpthestudentslearnsomeadjectivestodescribepersonality.T:Nowlet’slookattheadjectiveshejustmentioned.Theyareusedtodescribepeopleorthings.Thedialoguebelowshowssomeexamplesofhowadjectivesareusedtodescribepeople’spersonalities.\nShowthedialogueonPage6onthescreen.T:Someadjectivestodescribepersonalityarepositive,whileothersarenegative.Lookatthewordsinblack.Whichwordsarepositiveandwhichonesarenegative?S:open-mindedandcheerfularepositivewhilejealousandmoodyarenegative.T:Quiteright.I’llshowyousomepositiveandnegativeadjectivesthatdescribepersonality.PleaseturntoPage6andlookatthefirstform.Youcanlearntheadjectiveswithyourpartner.Afterawhile,guidethestudentstogoonlearningtheadjectivestodescribepersonality.T:Haveyoufoundthatintheformsomeadjectiveshavethesameorsimilarmeaningswhilesomeoneshavetheoppositemeanings?Ss:Yes.T:Whocantelluswhichadjectiveshavethesameorsimilarmeaningswhilewhichoneshavetheoppositemeanings?S:Letmetry.“kind”and“friendly”havethesamemeaning;while“honest”and“dishonest”,“polite”and“impolite”,“open-minded”and“narrow-minded”havetheoppositemeanings.T:Youareright.Therearemanyadjectivestodescribepersonalitythathavethesameorsimilarmeanings.Wordsthathavethesameorsimilarmeaningsarecalledsynonyms,whenwewanttoexpresstheoppositemeaningofaword,weuseanantonym.Herearesomeexamplesofadjectivesthatdescribepersonality,andtheirsynonymsorantonyms.Showthesecondformonthescreen.StepIIIPracticeGetthestudentstowritedownmoreadjectivestodescribepersonalityanddividethemintodifferentgroups.\nT:UptonowIhaveshowedyousomanydifferentadjectivestodescribepersonality.Canyouusethemcorrectlyincontext?NowreadDingWei’slettertoHanFang.Inhisletter,hetoldHanFangallaboutthenewfriendshehasmade,becausehejuststarteduniversity.Helphimchoosetheproperadjectivestodescribetheirpersonality.I’llgiveyou3minutes.After3minutes,letsomeofthestudentsreadtheiranswersonebyone.Checktheanswerswiththewholeclass.T:Youdidverywell.Nowlet’splayagametogether.Workingroupsoffourandcomeupwithasmanypositiveandnegativeadjectivesthatdescribepersonalityaspossible.Youcanwritethemdown.I’llgiveyouthreeminutes.Whentimeisup,therepresentativeofyourgroupmustwritealltheadjectivesyourgroupcomesupwithontheblackboard.Thegroupthatwritesthemostadjectiveswillbethewinner.Areyouready?Let’sbegin.After3minutes,collecttheiranswers.Suggestedanswers:Positive:kind,helpful,outgoing,easygoing,enthusiastic,kindhearted,faithful,humorous,warm-hearted,reliable,open-minded,honest,polite,friendly,creative,lively,sincere,gifted,talented,modest,humble,optimistic,hospitable,generous,thoughtful,considerate,trustworthy,loyal,dependable,patient,carefulNegative:dishonest,stubborn,moody,unkind,narrow-minded,bad-tempered,impolite,boring,unstable,unfriendly,aggressive,ill-tempered,jealous,selfish,cowardly,rude,ignorant,greedy,indifferent,hard-hearted,mean,cold,tricky,simple-minded,careless,dullT:Whichgroupdoyouthinkisthewinner?Ss:Ofcourse,itisGroup4thatwinsthegame.T:Congratulations!\nStepIVSummaryandhomeworkT:Nowthatwe’velearnedsomanyadjectivestodescribepersonality.Areyouwillingtomakefriendswithapersonwhohaspositivepersonalitiesornegativepersonalities?Ss:Ofcourseapersonwhohaspositivepersonalities.T:You’reright.Iwisheveryonetobeapersonwhohaspositivepersonalities.Suchpersonsarewelcomeeverywhere.Homeworkfortoday:firstremembertheadjectivesonPage6.ThenpreviewthegrammaronPage8andfindoutsomesentenceswithinfinitivefromthetwolettersonPages2and3afterclass..TheFifthPeriodGrammar(I)Teachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语mailbox,persuade,badminton,dentist,Easter,amusement,amusementpark,takecareb.重点句子Thingsseemtobegettingbetter.Johnpretendednottohaveseenme.Shemademepromisetowriteeveryday.WehadnothingtodobutwatchTV.2.Abilitygoals能力目标Enablethestudentstouseinfinitivecorrectly.3.Learningabilitygoals学能目标Helpthestudentslearnhowtouseinfinitivecorrectly.Teachingimportantpoints教学重点Theuseoftheinfinitivesign“to”andthedifferentformsofthe\nto-infinitive.Teachingdifficultpoints教学难点Howtoteachthestudentstodistinguishtheto-infinitivefromthebareinfinitiveandmasterthedifferentformsoftheto-infinitive.Teachingmethods教学方法Explaining,summarizingandpracticing.Teachingaids教具准备Acomputerandaprojector.Teachingproceduresandways教学过程与方式StepIRevisionRevisetheadjectivestodescribepersonalityandsomesentenceswithinfinitive.T:Haveyourememberedtheadjectives?Ss:Yes.T:OK,let’shaveadictation.Letoneofthestudentswritethemontheblackboard.T:Youdidaverygoodjob.Nowwho’dliketoreadyoursentenceswithinfinitive?S:I’dliketo.Sentence1:Iwasdeterminedtobecheerful,butHannahsensedsomethingwaswrong.Sentence2:Imadeherpromisenottotellanyone,andshesaidshewouldkeepmysecret.T:Excellent!Thankyou.StepIIGrammarTo-infinitiveT:Justnow,thestudentreadthesentenceswithinfinitive.Todaywe’lllearninfinitive.Therearetwotypesofinfinitive:to-infinitiveandbareinfinitive.To-infinitiveisto+thebaseformofaverb,e.g.,todoandtowork.Itcanbe\nusedaloneorasapartofaninfinitivephrase.Firstlookatsomesentenceswithto-infinitiveonPage8andthentellmeitsfunctionineachsentence.Afterawhile,letonestudentanswerthequestionbelow.T:Canyouidentifyitsfunctionindifferentsentences?S:Yes.Itcanactasthesubject,object,objectcomplement,attribute,predicativeoradverbialofasentence.T:Verygood.I’llshowyousomeotherexampleswithto-infinitive.Showthefollowingonthescreen.1.Thingsseemtobegettingbetter.2.Johnpretendednottohaveseenme.T:Whatcanyoufindfromtheexamples?S:Ifindtheto-infinitivecanhavedifferentforms.T:Youarequiteright.Theto-infinitivecannotonlyhaveacontinuousorperfectform,italsohaveotherforms.Pleaselookatotherexamples.Showtheexamplesonthescreen.1.I’mgladtogotoBeijingtomorrow.2.Hehopedtobesentabroadtostudysomeday.3.Heisangrytohavebeenbeatenthreetimes.T:Let’smakeasummaryaboutdifferentformsoftheto-infinitive.Showthesummaryonthescreen.Theto-infinitivecanbeactiveorpassive.Itcanalsohaveasimple,continuousorperfectform.activeinfinitivepassiveinfinitivesimpletodotobedonecontinuoustobedoing/perfecttohavedonetohavebeendone\nBareinfinitiveT:Anotherkindofinfinitiveisthebareinfinitive.Itistheinfinitivewithoutto.PleaseturntoPage8andlookatthesentencesandsumupthesituationsinwhichthebareinfinitiveisused.Afterafewminutes,asksomeofthestudentstoreporttheiranswers.T:Who’dliketosumupthefirstthreesentences?Anyvolunteer?S:Me.Thebareinfinitiveusuallyappearsafter“causativeverb+object”.T:Yoursummaryisgood.Thecausativeverbsincludelet,haveandmake.Nowgoonlookingatanotherexample.Whataboutit?S:Thebareinfinitiveusuallyoccursafter“senseverb+object”T:You’reclever.Thiskindofverbsincludelookat,see,watch,notice,observe,listento,hearandfeel.Lookatanotherthreeexamplesandtellmeafterwhichwordsthebareinfinitiveisused.S:Thebareinfinitivealsoappearsafterwouldrather,hadbetter,whyandwhynot.T:Youalldidexcellentwork.Butthereisanothersituationinwhichthebareinfinitiveisused.Whentwoinfinitivesarejoinedbyand,or,expect,but,than,ratherthan,weusuallyusethebareinfinitiveforthesecondinfinitive.Youcanrefertothelastfoursentencestohelpyouunderstand.Afterawhile,makeasummaryabouttheusageofthebareinfinitive.T:OK,nowlet’ssumuptheusageofthebareinfinitive.Pleaselookatthescreen.Showtheimportantpointsonthescreen.1.Thebareinfinitiveusuallyappearsafter“causativeverb+object”.2.Thebareinfinitiveusuallyoccursafter“senseverb+object”.3.Thebareinfinitivealsoappearsafterwouldrather,hadbetter,whyandwhynot.T:Youshouldlearnthesummaryyoumadejustnowbyheart.Meanwhile,youshouldalsopayspecialattentiontothefollowingthreeimportantpointsonthescreen.Showthemonthescreen.\n1.Whenthecausativeverboccursinthepassive,thebareinfinitiveshouldbeturnedintoato-infinitive.2.Whenthesenseverboccursinthepassive,itshouldbefollowedbyato-infinitive.3.Thebareinfinitiveusuallyappearsaftertheprepositionexcept/butwhenthereisaformofthemainverbdobeforethepreposition,whichisotherwisefollowedbyato-infinitive.T:Canyouunderstandthem?I’llgiveyousomeexamplestohelpyouunderstand.Showtheexamplesonthescreen.1.Jimmadehertellhimeverything.—Shewasmadetotellhimeverything.2.Theysawhimenterthebuilding.—Hewasseentoenterthebuilding.3.Theydidnothingbutwait.—There’snochoicebuttowait.StepIIIPracticeGetthestudentstodosomeexercisestoconsolidatethegrammarknowledge.Theteachermaydesignsomeotherexercisesbesidestheexercisesintextbook.T:NowpleasedotheexerciseonPage9toseewhetheryouunderstandwhatyouhavelearned.Afterafewminutes,checktheanswerswiththewholeclass.T:Itseemsthatyouhavemasteredtheimportantpoints.I’llgiveyoumoreexercisestohelpyoumastertheuseofinfinitivebetter.Showtheexercisesonthescreen.I.Underlinethemistakesinthesesentencesandcorrectthem.1.HeisoftenlistenedtosingthesonginEnglish.\n2.HewasmadelearningEnglisheveryday.3.Hehasacoldroomtoliveinwinter.4.Ihavenochoicebutwait.5.IthinkthatimportanttoreadEnglisheveryday.6.Theyareverygladtohavebeenwonthegame.7.Torespect,youmustrespectothers.8.Heisangrytohavebeatenthreetimes.9.Whynottoaskyourteacherforadvice?10.Whentheteachercameintotheclassroom,thenaughtyboypretendedtoreadanEnglishbook.II.Choosethebestanswers.1.Idon’tknowwhetheryouhappen_____,butI’mgoingtostudyintheUSAthisSeptember.(2004年高考辽宁卷)A.tobeheardB.tobehearingC.tohearD.tohaveheard2.Robertissaid_____abroad,butIdon’tknowwhatcountryhestudiedin.(1999年高考全国卷)A.tohavestudiedB.tostudyC.tobestudyingD.tohavebeenstudying3.Theflueisbelieved_____byvirusesthatliketoreproduceinthecellsinsidethehumannoseandthroat.(2004年高考上海卷)A.causingB.beingcausedC.tobecausedD.tohavecaused4.Havingatripabroadiscertainlygoodfortheoldcouple,butitremains_____whethertheywillenjoyit.(2004年高考全国卷)A.toseeB.tobeseenC.seeingD.seen5.Thenewsreportershurriedtotheairport,only_____thefilmstarshadleft.\n(2004年高考福建卷)A.totellB.tobetoldC.tellingD.told6.Theteacheraskedus_____somuchnoise.（2003年高考北京卷)A.don’tmakeB.notmakeC.notmakingD.nottomake7.IfanyonehappenstodropinwhileIamout,_____himorherleaveamessage.(2005年高考福建卷)A.haveB.getC.askD.tell8.Inourchildhood,wewereoften_____byGrandmatopayattentiontoourtablemanners.(2005年高考江苏卷)A.demandedB.remindedC.allowedD.hopedSuggestedanswers:I.1tosing→totosing2learning→tolearn3live→livein4wait→towait5that→it’s6beenwon→won7respect→berespected8beaten→beenbeaten9toask→ask10read→bereadingII.1-4DACB5-8BDABStepIVHomework1.ReviewtheuseofinfinitiveanddoC1onPage92(Workbook).2.Previewthegrammar:Verb-ingformasanounandpickoutsomesentenceswithverb-ingformasanounfromthetwolettersonPages2and3.TheSixthPeriodGrammar(II)\nTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语identity,discourage...from...,absurd,essay,punishmentb.重点句子Ilookforwardtoseeingyouattheparty.Heforgottoclosethedoorwhenheleft.I’llneverforgetwinningmyfirstgoldmedal.2.Abilitygoals能力目标Enablethestudentstouseverb-ingformasanouncorrectly.3.Learningabilitygoals学能目标Helpthestudentslearnhowtouseverb-ingformasanouncorrectly.Teachingimportantpoints教学重点Thecontrastoftheusageofinfinitiveandverb-ingformasanoun.Teachingdifficultpoints教学难点Teachthestudentshowtodistinguishtheusageofinfinitivefromandtheusageofverb-ingformasanoun.Teachingmethods教学方法Explaining,summarizingandpracticing.Teachingaids教具准备Acomputerandaprojector.Teachingproceduresandways教学过程与方式StepIRevisionandlead-inReviewthegrammarinthelastperiodandsomesentenceswithverb-ingformasanounthatthestudentshavelearned.FirstchecktheanswerstoC1onPage92\n(Workbook).Thenletoneofthestudentsreadaloudthesentenceswithverb-ingformasanouninthetwoletters.T:Who’dliketoreadyoursentenceswithverb-ingformasanoun?Anyvolunteer?S:IwassoupsetthatIfeellikecrying.S:Heseemedabsent-mindedandasaresultofhiscarelessplaying,welostthegame.S:Thenwebothstartedshoutingateachotheranditturnedintoahorribleargument.S:Hekeptonsayingreallymeanthingstohurtme.S:IfeelreallyguiltybecauseIsaidsomereallycruelthingstoo,butIcan’tstandseeingourteamlose.T:Goodandwonderful.Thankyou.Todaywearegoingtolearntheuseofverb-ingformasanoun.Weknowthateverysentencetheyjustreadincludesaverb-ingformasanoun.Whatpartofspeechcanaverb-ingformasanounbeusedlikeinasentence?S:Obviously,itcanbeusedlikeanoun.T:Quiteright.StepIIGrammarVerb+-ingformT:NowturntoPage10andlookattheexamplesatthetop.Thenspeakouthowverb-ingformscanbeused.Afterawhile,asksomeofthestudentstomakeasummary.T:OK.Whocantellustheanswer?S:Averb-ingformcanbeusedasthesubjectortheobjectofasentence.T:Excellent.Weshouldalsoknowthatwhenitactsastheobjectofasentence,itisnotonlyusedafteraverbbutalsoafterapreposition.Whatelse?S:Theycanbeusedafterpossessivepronounsandincompoundnouns.T:You’requiteright.Weknowthatverb-ingformscanbeusedaftersomeverbs.\nButdoyourememberonesentenceinSarah’sletter:Imadeherpromisenottotellanyone,andshesaidshewouldkeepmysecret?S:Ofcourse.Youonceletuslearnitbyheart.T:OK.Fromthesentence,weknowthatsomeverbscanonlybefollowedbyaninfinitive.Weshouldrememberwhichverbscanonlybefollowedbyaninfinitiveandwhichverbsbyaverb-ingform.Whichverbsdoyouthinkcanonlybefollowedbyverb-ingformsastheobject?S:Enjoy,finishandmind.T:Besidestheseverbs,therearesomeothercommonverbsandphrasescanonlybeusedwithaverb-ingformratherthananinfinitive.Lookatthescreen.Showthefollowingonthescreen.Verbs:admit,appreciate,avoid,consider,delay,dislike,enjoy,escape,finish,keep,mind,miss,practise,risk,suggest,etc.Phrases:Wouldyoumind...,giveup,keep(on),putoff,feellike,lookforwardto,It’snouse/good...,havedifficulty(in),prevent/stopsb./sth.(from),spend/wastetime(in),etc.Verbs+to-infinitiveor-ingformT:Thereareverbsthatcanbefollowedeitherbyinfinitiveorbyverb-ingform.Whichverbsdoyouknowcantakeeitheraninfinitiveoraverb-ingformasobject?S:begin,start,rememberandforget.T:Good.Canyougiveussomeexamples?S:Letmetry.IbegantolearnEnglishat8.IbeganlearningEnglishat8.Youmustremembertotellhimthestory.Youcan’tremembertellinghimthestorylastnight.T:Thankyou.Dothefirstsentenceandthesecondonehavethesamemeaning?S:Yes.T:Do”remembertotell‘‘and“remembertelling”havethesamemeaninginthe\nthirdsentenceandinthefourthsentence?S:Theyaredifferentinmeaning.Thethirdsentencemeans“Youmusttellhimthestory.Don’tforgetit.”Thefourthsentencemeans“Youtoldhimthestorylastnight,butyouforgotit.”T:Hisexplanationisveryclearandcorrect.Nowlookatthescreenandlet’smakeasummaryabouttheseverbs.Showthefollowingonthescreen.▲Eitherinfinitiveorverb-ingformwithoutchangeofmeaningbegin,continue,hate,like,love,prefer,start,etc.▲Eitherinfinitiveorverb-ingformwithdifferentmeanings1.Afterremember,forgetandregret,theinfinitivereferstoasecondactthatfollowsthefirst,andtheverb-ingformtoapreviousevent.2.Afterstopandgoon,theverb-ingformasobject,whiletheinfinitiveasadverbialofpurpose.3.Aftertry,meanandcan’thelp,thechoicebetweenaninfinitiveandaverb-ingformdependsonthemeaningoftheprecedingverbitself.4.Afterneed,wantandrequire,anactiveverb-ingformcanbeusedtodenoteapassivemeaningwhichcanalsobeexpressedbyapassiveinfinitive.T:Pleaseremembertheverbsandunderstandthemcorrectly.Nowlookatthetwosentencesanddiscusswithyourpartnertodecidewhethertheyarerightorwrong.Showthemonthescreen.1.Ilookforwardtohearfromyousoon.2.Ihopetohearfromyousoon.T:Aretheybothcorrect?S:Thefirstiswrongwhilethesecondisright.T:Why?S:Becausethewords“to”aredifferent.In“lookforwardto”,theword“to”\nisapreposition,whilein“hopeto”,“to”isaninfinitivesign.T:Whocancorrectit?S:Ilookforwardtohearingfromyou.T:Youareveryclever.Pleasepayattentiontotheword“to”asaprepositioninthefollowingphrases.Showthemonthescreen.lookforwardto,listento,devote...to,payattentionto,stickto,referto,prefer...to,getdownto,objectto,bedevotedtoStepIIIPracticeTheteachermaydesigntheexercisesbelowandaskthestudentstodothem.I.Underlinethemistakesinthesesentencesandcorrectthem.1.Thetheoryhestucktoprovingcorrect.2.Thedoorneedsrepaired.3.I’mtoobusytoday,soIcan’thelpcleaningtheroom.4.Whichdoyouenjoyspendingyourweekend,swimmingorfishing?5.Youcan’timaginethegreatdifficultyIhadfoundyourhouse.6.It’snousetoquarrelwithhim.7.Iregrettotellhimthesecretlastnight.8.Hedevotedhimselftoteachinallhislife.9.Haveyouconsideredtomovetoabigcitytolive?10.Wouldyoumindmysmokedhere?II.Choosethebestanswers.1.InsomepartsofLondon,missingabusmeans_____foranotherhour.(2002年上海春招试题)A.waitingB.towaitC.waitD.tobewaiting\n2.—Howdoyoudealwiththedisagreementbetweenthecompanyandthecustomers?—Thekey_____theproblemistomeetthedemand_____bythecustomers.(2002年北京高考题)A.tosolving;makingB.tosolving;madeC.tosolve;makingD.tosolve;made3.It’snecessarytobepreparedforajobinterview._____theanswersreadywillbeofgreathelp.(2005年北京高考题)A.TohavehadB.HavinghadC.HaveD.Having4.Whenaskedbythepolice,hesaidthatheremembered_____attheparty,butnot_____.(2005年北京高考题)A.toarriving;leavingB.toarrive;toleaveC.arriving;leavingD.arriving;toleave5.Hegotwell-preparedforthejobinterview,forhecouldn’trisk_____thegoodopportunity.(2005年上海高考题)A.toloseB.losingC.tobelostD.beinglostKey:I.1proving→proved2repaired→repairing/toberepaired3cleaning→toclean4spending→tospend5found→finding6toquarrel→quarrelling7totell→telling8teach→teaching9tomove→moving10smoked→smokingII.1A2B3D4C5BStepIVConsolidation\nLetthestudentsfirstdotheexerciseintextbookandthendotheexercisesonthescreentolearnwhethertheyhavemasteredthegrammarknowledgewell.T:Firstlet’sdotheexerciseonPage11.After5minutes,checktheanswerstogether.T:NowtranslatethefollowingsentencesintoEnglishusingaverb-ingformoraninfinitive.1.他父亲靠卖菜为生。2.我过去常常起得晚，但是现在我习惯于早起。3.别忘了明天帮我买那本书。4.他似乎已经知道此事。5.据说这本书已经被翻译了。6.尽管我父亲在周末通常喜欢看电视，但这个周末他还是答应带我去公园。Suggestedanswers:1.Hisfathermadealiving/livedbysellingvegetables.2.Iusedtogetuplate,butnowIamusedtogettingupearly.3.Don’tforgettohelpmebuythatbooktomorrow.4.Heseemedtohaveknownthething.5.Thebookissaidtohavebeentranslatedalready.6.AlthoughheusuallyenjoyswatchingTVatweekends,myfatherstillpromisedtotakemetotheparkthisweekend.StepVHomeworkPleasereviewthegrammaranddoC2onPage92(Workbook).TheSeventhPeriodListeningTeachinggoals教学目标\n1.Targetlanguage目标语言重点词汇和短语trying,anxious,suffer,getthrough2.Abilitygoals能力目标Enablethestudentstolearnhowtowritedowntheanswerswheninterviewingsomeoneaswellaslisteningtoarecording.3.Learningabilitygoals学能目标Helpthestudentslearnhowtowritedowntheanswerswheninterviewingsomeoneaswellaslisteningtoarecording.Teachingimportantanddifficultpoints教学重难点Listeningforkeywordsandtakingnotes.Teachingmethods教学方法Listeningandspeaking.Teachingaids教具准备Arecorder,aprojectorandsomeslides.Teachingproceduresandways教学过程与方式StepIRevisionandlead-inCheckthestudents’homework.Letsomeofthestudentsreadtheiranswersonebyone.Giveexplanationswherenecessary.T:It’snecessaryforyoutotakeimportantnotesintheclasswhilelisteningtoteachers.Doyouknowhowtotakenoteswhilelisteningtoteachers?Ss:Ofcourse.T:Sohowdoyoutakenotes?S:Generallyspeaking,Ijustwritedownkeywordsandtakebriefnotesonly,notwholesentences.S:Ioftenusecontractionsandabbreviationswheneverpossible.\nS:ImakesimplenotesaslongasIcanunderstandthemmyselflater.T:Good.Thesameistrueforinterviewingsomeoneandlisteningforarecording.Butthereissomethingdifferentininterviewingsomeoneandlisteningtosomeone.Whatdoyouthinkitis?S:Ithinkwhenyouinterviewsomeone,youmustbepreparedforthequestionsyouwillask.Thatistosay,thinkaboutwhatquestionstoaskandwritethemdowninadvance.T:Yes.Thisisveryimportantforinterviewingsomeone.Ifyoudon’thearorunderstandananswerwheninterviewingsomeone,asktheintervieweetorepeatit.Whatexpressionscanyouuse?S:Couldyousaythatagain?S:Couldyourepeatthat,please?S:Didyousay...or...?T:Wonderful!Ithinkyouareallgoodinterviewersandlisteners.Nowpayattentiontothefollowingonthescreenwhenlisteningtoamaterial.Theguidelineswillbeofgreathelpforyourlistening.ShowtheguidelinesonPage12onthescreen.StepIIListening(Task)LetthestudentslistentothematerialsinTasktolearnhowtowritedownshortanswersandkeywords.T:Howwillyoufeelatthebeginningwhenyoumovetoanewtownorarea?S:I’llfeelverytrying.Ithinkthenewtownorareaisnotbetterthantheoldone.T:Why?S:Iamnotfamiliarwithmywayaround.WhatworriesmemostisthatIdon’tknowhowtomeetpeopleandmakenewfriends.T:Icanunderstandyou.Thesethingsmakeyoufeelanxious.Almosteveryonehas\ntheproblemsasyou.Todaywe’lllistentoaradioprogram,inwhichsocialexpertZhangYingtellsyoumanywaystomeetpeopleandmakenewfriends.PleaseopenyourbooksandturntoPage12.Beforelistening,readthequestionsandtrytofindoutwhatquestionstheyare.Whilereading,Idohopeyoucanunderlinethekeywordsineachquestionandknowclearlywhatitasksabout.Afterthestudentsfinishreading,playtherecording.Forthefirsttime,thestudentsjustlisten,andforthesecondtime,getthemlistenandwriteshortanswerstothequestions.Playtherecordingathirdtime,letthemchecktheiranswers.Thenchecktheanswerswiththewholeclass.T:Fromtheradioprogram,youmayknowsomewaystomeetanewneighborandsomethingsyoushoulddowhenyoumeetapersonforthefirsttime.Youalsoknowwhattodowhenyouwanttomeetpeoplewithsimilarintereststoyoursandmakenewfriends.Theadvicewillhelpyoualot.Ihopeyouwon’tfeelworriedandanxiousnexttimeyoumovetoanewtownorarea.Doyouthinkso?Ss:Yeah.T:Maybeyouhaveotherproblems.Asyouareinyourteens,aspecialandcriticalperiodinyourlifetime,youmayfeelsadandlonely.Youmayhavenoonetotalkto.Don’tsufferinsilence.YoucancallTeenTalk.NowreadtheleafletaboutTeenTalkandyou’llgetinformationaboutit.Thencompletethenotes.Afterthestudentscompleteit,checktheanswerswiththewholeclass.T:CanTeenTalkbehelpfulforyou?Ss:Yes.Wecangetwhatwewantfromit.T:Supposeyouarehavingproblemsatschoolwithtwoofyourfriends.YoudecidetophoneTeenTalkforsomeadvice.YoumaymentionthereasonforcallingTeenTalk,thedescriptionoftheproblemandyourfeelingsabouttheproblem.OK,listentotherecordingandfillinthenotesheetinPartB.Doremembertowritedownthekeywordsonly.Areyouready?\nSs:Yeah!T:Let’sbegin.Afterthestudentslistentwice,checktheanswerstogether.StepIIIListening(Workbook)LetthestudentslistentothematerialinWorkbookandhelpthesecretarytofillinthemissingwordsinane-mail.T:We’lldomorelisteninginWorkbook.ThelisteningmaterialinPartAtellsusthatastudentwantstojointheschoolAdventureClub.NowreadtheAdventureClubApplicantProfileandgettheinformationaboutit.Afterthestudentsfinishreading,asksomequestionsaboutit.T:WhatpartsdoestheAdventureClubApplicantProfileinclude?S:Name,personalityrequirementsandtheacceptingconditions.T:Good.Thepresidentandthesecretaryarediscussingthestudent’sapplication.ListentotheirconversationandcompletetheapplicantprofileinPartA.Afterthestudentscompleteit,checktheanswers.T:NowlookatPartC.Thesecretaryiswritingane-mailtothestudenttotellhimtheclub’sdecision.Helpherfillinthemissingwords.Givethestudentsseveralminutestofinishitandthenchecktheanswerswiththewholeclass.StepIVSummaryandhomeworkT:Todaywe’velearnedabouthowtolistenforkeywordsandwritedownanswerswhileinterviewingsomeoneaswellaslistening.Wealsohavedonesomelisteningpractice.Ihopeyoucankeeptheselisteningskillsinmind.Afterclass,pleaselistentothematerialsagainandgetfamiliarwiththem.Nextperiod,we’llhaveawritingclass,soyouarerequiredtowriteadiaryinEnglishaftertheclass.\nGoodbye,everyone.Ss:Goodbye,Mr./Ms...!TheEighthPeriodWritingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语bestrictwith,beangrywithsb.,blamesb.forsth,keepasecretb.重点句子I’mnotsurewhethertotellMumandDad.TheotherdayIsawhimsmoking.Itseemsthathisbehaviorhasn’thadanyeffectonhisschoolwork.2.Abilitygoals能力目标Enablethestudentstolearnhowtoproofreadtheirwork.Enablethestudentstolearnhowtowritealetteraboutfriendshipandaletterofadvice.3.Learningabilitygoals学能目标Helpthestudentslearnhowtoproofreadtheirworkandhowtowritealetteraboutfriendshipandaletterofadvice.Teachingimportantanddifficultpoints教学重难点Howtowritealetteraboutfriendshipandaletterofadvice.Teachingmethods教学方法Discussingandpracticing.Teachingaids教具准备Aprojectorandsomeslides.Teachingproceduresandways教学过程与方式\nStepILead-inT:Asweknow,writingisoneofthefourskillsthatweshouldmasterinEnglishstudy.Generallyspeaking,whateveryouhavewrittenisnotperfectasastudentwhetheryourEnglishisgoodornot.Soitisimportanttocheckyourcompositionandproofreaditonceyouhavefinished.Doyouthinkso?Ss:Yeah!StepIIProofreadingHelpthestudentslearnhowtoproofreadone’swritingandthenaskthemtocheckadiaryformistakes.T:Whatcarelessmistakesdoyouoftenmakeinyourowncomposition?Thatistosay,whatshouldyoucheckforonceyouhavefinishedwritingyourowncomposition?S:Spellingmistakes.S:Vocabularymistakes.T:OK.Spellingmistakesandusingthewrongwordsarethemistakeswemakemostoften.Whatelse?S:Grammarmistakes.T:Thisistheimportantpointweshouldcheckfor.Especiallyweshouldcheckwhetheryouhaveusedthecorrecttenses,partsofspeech,sentencestructures,etc.Makesuretheverbagreeswiththesubject.NowopenyourbooksandturntoPage16.Therearesomeguidelinestohelpyoufindcarelessmistakesthatyouhavemade.Pleasereaditanddiscussitwithyourpartner.After2or3minutes,letthestudentscheckthediaryformistakes.T:Allright.NowpleasereadRebecca’sdiary,thenhelphercheckitformistakes.Youcanrefertotheinstructionsthebooktellsus.Payspecialattentiontoonemistakeineachline.\nAfterthestudentsfinishreadinganddiscussing,asksomeofthestudentstoreadouttheiranswers.Key:1Apirl→April2could→thatcould3if→whether4去掉but5stricte→strict6boot→boots7quiet→quite8smoked→smoking9extreme→extremely10me→withme11them→him12keep→keeping13hes→he’s14,→.(逗号改为句号)15some→any16month→mouthStepIIIWriting(Task)Guidethestudentstolearnthewritingskillsonhowtowriteashortpassageaboutfriendsandfriendshipandthenletthemwriteitaccordingtotheguideline.T:WeknowthatyouhavecalledTeenTalkforadvice,foryouhadproblemswithyourfriend.AndTeenTalkhasgivenyousomegoodadvice.Soyouhavelearnedalotaboutfriendsandfriendship.Todaywe’lllearntowritealettertoyourfriendaboutwhathisorherfriendshipmeanstoyou.Yourmaythinkitiseasytowritealetteraboutfriendsandfriendship.Buttowriteagoodletteraboutthemisnotsuchaneasytask.SoIwanttoshowyouthebasicskillsofwritingsuchkindofcomposition.ShowthefourideasonPage17abovethespaceonthescreen.T:Whenyouwritethiskindofarticle,youmustmaketheaboveinformationclear.Firstyoudescribeyourfeelingsaboutfriendshipandbestfriends.Youshouldtellyourfriendwhattherealmeaningoffriendshipandbestfriendsistoyou.Nexttellthequalitiesofagoodfriend.Howdoyouunderstandit?S:Iwillexplainthemostimportantcharacteristicsinagoodfriend.\nT:Quiteright.Youcanusesomepositiveadjectiveswehavelearnedtodescribeagoodfriend,suchasbrave,kind,helpful,honest,intelligent,andsoon.Atlastexplainwhatmakesagoodfriendshiplast.Areyouclear?Ss:Yes.T:Thesearethebasicrulesandkeeptheminmindwhenwriting.Ifyouwritealltheinformationclearly,andaddsomethingmorevivid,yourcompositionwillbeagoodone.NowI’llgiveyou15minutestowritethepassage.LaterI’llasksomeofyoutoreadoutyourarticles.Whilethestudentsarewriting,goaroundandhelpsomestudentswhennecessary.Samplewriting:DearWuDong,Ithinkfriendshipisanimportantpartofourlife.Withfriendship,lifeishappyandharmonious.Withoutfriendship,lifeissadandunfortunate.Friendshipistoourlifewhatsaltistodish.Wecansharehappinessandsorrowwitheachother.Friendshipneedstrust.Sometimesgoodfriendsmayquarrelbutifwecanunderstandandforgiveeachother,thinkingmoreoftheother,ourfriendshipwillbebetterthanbefore.Agoodfriendisapersonwhoyoucantellwhateveryouthinkinyourmindandcanhelpyou.Inmyopinion,bestfriendsneedrespect,trust,andunderstanding.Kindnessandhonestyareimportantforustokeepfriends.Ithinkthatmostofuswanttomakefriendswithapersonwhoarekind,helpful,honestandbrave.Inmyopinion,themostimportantcharacteristicsinafriendarerespect,trustandunderstanding.Friendshipisoneofthegreatestpleasuresthatpeoplecanenjoy.SoIthinkoneofthebestwaystokeepfriendshipistoreturnit.Realfriendshipisarareandpreciousgift,strong,stable,yetfragileandnevertobetakenforgranted.Onlyinthiswaycanwemakeagoodfriendshiplast.Ithinkallofusshouldbefaithfultoourfriendsandkeepourrealfriendshipforever.\nBestwishes!Yourssincerely,WangFangStepIVWriting(Workbook)AskthestudentstowritealetterofadvicetoMaryasaneditor.First,letthestudentsdiscusshowtowritealettertooffersomeadvicewiththeirpartner.Second,askthestudentstoreadtheletteronPage97.Third,givethem10minutestowritetheletter.Atlast,asksomeofthestudentstoreadtheirlettersbeforetheclasswhileteachergivessomecomments.T:We’regoingtodomorewritingpracticeinWorkbook.Thistimeyou’regoingtowritealetterofadvicetoMaryasaneditor.Doyouknowhowtowritealetterofadvice?Nowhaveadiscussiononitwithyourpartner.After2minutes,asksomeofthestudentstoanswerthequestion.T:Who’dliketoanswerthisquestion?S:Theproblemshouldbepresentedfirst.Thenwemustanalyzethereasonsthatcausetheproblemandgivehim/hersomeadvice.T:Exactly.Thesolutionitself,basedontheanalysisoftheproblem,isthecoreofaletterofadvice.NowpleasereadtheinstructionsonhowtowritethebodyofaletterofadviceatthetopofPage97.After2minutes,makeasummarywiththestudentsaccordingtotheinstructions.T:Allright.PleasereadtheletterofadviceandseehowWangPeng’sauntgiveshimadvice.Thestudentsarereadingtheletter.T:PleasewriteyouradvicetoMaryasaneditorwiththehelpoftheinstructionsinA.Samplewriting:\nDearMary,Ireceivedyourletteryesterday.I’msorrytohearaboutyourproblemandthankyouforyourtrust.Fromyourletter,Iknowthatyouhavetroublemakingfriends.Youfeelshywhenyoucommunicatewithpeopleandyouareverytall,whichmakesyoudifferentfromordinarypersons.Youhavenofriendstomake,soyoulackconfidenceincommunicatingwithpeople.Youareaskinghowtomakegoodfriendswithothers.Icangiveyousometipsformakingfriends.Firstofall,Ithinkyoushouldmakeanefforttochangethesituation,becausefriendsandfriendshipareimportanttoyou.Makethefirstmove.Don’talwayswaitforpeopletosayhelloorinviteyoutosomething.Smile,bepleasantandsayhellotoyourclassmates.Startconversationswithyourclassmates.Don’tthinkthatitisnotgoodtobeverytall.Takeprideinbeingtallandlikeyourselfforwhoyouare.Isuggestthatyoushouldlearntobebraveandtrytocommunicatewithclassmates.Youcaninvitethemtoeatorinvitethemtothecinema.Ifyouwanttodevelopafriendshipwithothers,youshouldfirsthaveself-confidence.IhopemyadviceishelpfulandIwishyoumakesomegoodfriendssuccessfullyassoonaspossible.Bestwishes!Yourstruly,LiHuaStepVHomeworkExchangeyourwritingwithyourpartnerandproofreaditforeachother.PreviewAinProjectafterclass.TheNinthPeriodIntegratingskills\nTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语puzzle,absorb,beabsorbedin,intheworld,attitude,consistent,worldwide,adolescent,hesitate,withouthesitation,respond,oneanother,regardlessof,bebasedon/uponb.重点句子Robertoftenwonders,‘Whatintheworlddotheyhavetotalkabout?’Whenaskedtheyusuallyhesitatebeforeresponding,‘Mybestfriend?Ican’tthinkaboutthat...’Whenaboyissaidtobeortohaveabestfriend,itislikelythatthetwosharelittleabouttheirfeelingswithoneanother.2.Abilitygoals能力目标Enablethestudentstogiveanoralreportaboutdifferentattitudesteenageboysandgirlshavetowardsacertaintopic.3.Learningabilitygoals学能目标Helpthestudentslearnhowtogiveanoralreportaboutdifferentattitudesteenageboysandgirlshavetowardsacertaintopic.Teachingimportantanddifficultpoints教学重难点Howtocooperatewitheachothertoworkoutanoralreportaboutdifferentattitudesteenageboysandgirlshavetowardsacertaintopic.Teachingmethods教学方法Discussingandcooperativelearning.Teachingaids教具准备Arecorder,aprojectorandsomeslides.\nTeachingproceduresandways教学过程与方式StepIRevisionandlead-inCheckthestudents’homework.Goaroundlookingattheirproofreadingwork.T:IfoundS1andS2aregoodpartners.Theyproofreadtheirwritingthebestforeachother.Youshouldlearnfromthem.OK,todaywe’lllearndifferencesbetweenteenageboysandteenagegirls.Inwhatwaysdoyouthinktheyaredifferent?S:Ithinktheylikedifferentschoolsubjects.Generallyspeaking,boysliketostudymaths,physicsandchemistry.Theypreferscience.ButgirlsusuallyhaveapreferenceforEnglish,Chineseandotherliberalarts.T:Whatelse?S:Theymayhavedifferenthobbies.Boyslikesports,suchasbasketball,footballandpingpong,whilegirlsprefertochatevenforseveralhours.T:Whatyousaidseemsreasonable.StepIIReadingGetthestudentstoreadthereadingmaterialonPage18tolearnthedifferencesinfriendshipbetweenboysandgirls.T:Doyouknowthedifferencesinfriendshipsbetweenboysandgirls?S:Girlswanttohaveafriendsothattheycantelleachotherwhatevertheythinkintheirmind.Boysliketomakefriendswithpersonswhocanshareactivitiesorinterestswitheachother.T:Quiteright.Todaywe’regoingtoreadapassageaboutdifferentattitudesteenageboysandgirlshaveaboutfriendship.Readthepassagecarefullyandtrytoanswerthefollowingquestions.Showthequestionsonthescreen.1.WhatdoesRobertoftenwonder?\n2.Whatdomanystudiesshow?3.Whatistheboys’friendshipbasedon?Whataboutgirls’?Severalminuteslater,letsomeofthemanswerthethreequestions.T:Areyouready?Whocananswerthefirstquestion?Anyvolunteer?S:Heoftenwonderswhatintheworldhistwinsisterandherfriendhavetotalkabout.T:Verygood.Howaboutthesecondone?S:Manystudiesshowthatgirlshavemorefriendshipthanboysandthedifferenceinthesefriendshipsisquiteclear.T:Right.Nowthelastone?S:Friendshipsbetweenboysarebasedonsharedactivitiesorinterests,butfriendshipsbetweengirlsareusuallybasedonsharedfeelingsandsupport.T:Allright.Let’slistentotherecordingofthepassage.Thiscanhelpyouunderstanditbetter.Whilelistening,payattentiontothefollowingwords,phrasesandsentences.YoucanrefertothenotestotheunitonPage62.Showthemonthescreen.puzzle,absorb,beabsorbedin,intheworld,attitude,consistent,worldwide,adolescent,hesitate,withouthesitation,respond,oneanother,regardlessofRobertoftenwonders,‘Whatintheworlddotheyhavetotalkabout?’Whenaskedtheyusuallyhesitatebeforeresponding,‘Mybestfriend?Ican’tthinkaboutthat...’Whenaboyissaidtobeortohaveabestfriend,itislikelythatthetwosharelittleabouttheirfeelingswithoneanother.StepIIIProjectHelpthestudentslearnhowtoplanandconductasurveyandprepareanoralreporttopresenttotheirclassfollowingsomestepsintextbook.\nPreparingT:Fromthepassage,we’velearnedmoreaboutdifferentattitudesteenageboysandgirlshaveaboutfriendship.Nowyou’regoingtoprepareanoralreportontheirdifferentattitudesonacertaintopic.Itwillbeagroupwork.SoIhopeyoucanworktogetherandgiveawonderfulreport.Areyouclear?Ss:Yes.T:Firstofall,youareaskedtochooseatopic.Nowgetintodifferentgroupsaccordingtoyourchoice.Afterthestudentsfindtheirgroupmembers,letthemreadthestepinstructionsandgetpreparedfortheproject.Theyneedtofindtheanswerstothethreequestionsonthescreenandthendistributetasksamonggroupmembers.ShowthequestionsandtasksonPage19onthescreen.ProducingandpresentingT:NowI’dliketogiveyou15minutestowritethereport.Beforewriting,readtheinstructionsinProducing.Thenfollowthestepstowriteit.Afteryoufinishit,I’llaskeachgrouptopresentyourwork.It’sagoodopportunityforyoutopracticebeforeclassmates.Areyouready?Ss:Yeah.Givethestudents15minutes.Walkaroundandgivesomeofthemhelpifnecessary.Aftertheyfinishwriting,checktheirwork.Samplereport:Thetopicofouroralreportisschoolsubjects.Weconductedthesurveyinordertofindouthowattitudesbetweenboysandgirlsdifferonschoolsubjects,sohighschoolstudentstookoursurvey.Weaskedthemthefollowingquestions:Whatare/isyourfavorschoolsubject(s)?Whydoyouliketostudyit/them?Inordertoachieveourgoal,wewenttotwotypesofhighschool:akeymiddleschoolandanordinarymiddleschool.Wedesignedthequestionnairewhichasksaboutattitudes\ntowardschoolsubjects.Fromoursurvey,wefoundthatstudents’genderisimportanttotheirchoicesofschoolsubjects.Boysperformbetterthangirlsinscience,suchasmaths,physicsandchemistry.GirlsprefertostudyEnglish,Chineseandotherartssubjects.Boyshavemorepositiveattitudestowardssciencesubjectsthangirls.EspeciallyinGrade2,highschoolstudentshavetodecidewhichsubjectstheywillbeexaminedonattheNationalMatriculationExaminations.Fewergirlsthanboysoptformathsandboystendtoscorehigherthangirlsinmathsexamination.Ofcoursetheychoosetheircourseofstudybasedontheirpreferenceandtheiracademicevaluations.Thesurveyrevealsthatthereisasignificantdifferencebetweenboysandgirlsonattitudestowardsschoolsubjects.Thisisourgroup’sreport.Ihopeitismeaningful.Thankyou!StepIVPracticeT:Wehavelearnedalotinthisperiod.Nowlet’sdosomeexercisestorelaxourselves.TurntoPage91anddoB1andB2.Throughthetwoexercises,you’llgetmorefamiliarwithwhatyouhavelearnedtoday.Afterafewminutes,checktheanswerswiththewholeclass.StepVHomeworkReviewwhatyouhavelearnedinthisunitbydoingD1andD2onPage93andpreviewthenextunit.附件I.课文注释与疑难解析1.Imusthavesoundedveryproudofmyselfafterthetest,sayingloudlyhoweasy\nitwasandhowIwassuretogetagoodmark.考试之后，我的口气听上去想必很是自鸣得意，因为我嚷嚷着说那次考试有多么容易，还说我肯定能够取得好的成绩。1）must+havedone,表示对过去时间里发生的事情的推测,语气较强,具有“肯定,”必定“的意思，表示较有把握的推测。e.g.Itmusthaverainedlastnight,forthegroundiswet.IthoughtthatHannahmusthavedeliberatelytoldeveryoneaboutmymarkafterpromisingnotto.P2Howtheymusthavelaughedbehindmyback!P2Shesaidthatsomeonemusthaveheardusinthetoilets,butIdon’tbelieveher.P22)can,could,may,might,must皆可表推测。其用法如下：A．情态动词+do一般表示对现在的情况的推测。e.g.Hemustbeintheofficenow,forthelightison.Idon’tknowwheresheis,shemaybeathome.B.情态动词+havedone一般表示对过去的情况的推测。e.g.Tommay/mighthavebeenhurtseriouslyintheaccidentlastnight.C.这几个情态动词表推测时的意义不一样。must+do/havedone一定，肯定，准是may/might+do/havedone可能can/couldnot+do/havedone不可能may/mightnot+do/havedone可能不D.must表推测时，一般用在肯定句中，而否定推测一般用can’t或couldn’t。e.g.Ididn’thearthephone.Imusthavebeensleeping.Hecan’t/couldn’thavegonehome,foritwasnotSundayyesterday.2.Whenaskedtheyusuallyhesitatebeforeresponding,‘Mybestfriend?...’当问及这个问题的时候，他们往往在回答之前都要犹豫一下：“我最要好的朋友？……”\n句中Whenasked相当于“Whentheyareasked”。这是一个状语从句省略的现象。当状语从句用省略的时候，一般要具备两个条件：状语从句的主语和主句的主语要一致或状语从句的主语为it时；状语从句的谓语含有be。当具备这两个条件后，状语从句若用省略时，一般同时省略两部分：状语从句的主语；状语从句谓语中的be。e.g.When(thingsare)heated,thingswillexpand.While(hewas)playingfootball,hehadhislegbroken.Don’tspeakuntil(youare)spokento.Pleasehelpherif(itis)necessary.If(weare)givenmoretime,wewillfinishit.While(Iwas)inBeijing,Igottoknowhim.Pleasecomehereif(itis)possible.3．Whenaboyissaidtobeortohaveabestfriend,itislikelythatthetwosharelittleabouttheirfeelingswithoneanother.如果说一个男生是别人的好朋友或者他有一个好朋友，那有可能这两人在情感方面其实并没有多少勾通或交流。1)句中Whenaboyissaidtobeortohaveabestfriend也可以这样表示：Whenitissaidthataboyisorhasabestfriend.注意下面这两个句型之间的转换：Sb/Sthissaid/believed/known/thoughtto...Itissaid/believed/known/thoughtthatsb./sth...e.g.Heisbelievedtobethebeststudentinhisclass.Itisbelievedthatheisthebeststudentinhisclass.Theearthisknowntoberound.Itisknownthattheearthisround.Thebookissaidtohavebeentranslatedintoseverallanguages.Itissaidthatthebookhasbeentranslatedintoseverallanguages.类似的用法还有：\nItseems/happens/appearsthatsb./sth...Sb./Sth.seems/happens/appearsto...e.g.Itseems/happens/appearsthathehasknownthething.Heseems/happens/appearstohaveknownthething.2)句中...itislikelythatthetwosharelittleabouttheirfeelingswithoneanother.也可以这样表示：...thetwoislikelytosharelittleabouttheirfeelingswithoneanother.注意likely,possible和probable它们各自的用法。likely一般用于以下句型中：Sb./Sth.islikelyto...Itislikelythatsb./sth...possible一般用于以下句型中：Itispossiblethatsb./sth...Itispossible(forsb.)todo...probable一般用于以下句型中：Itisprobablethatsb./sth...e.g.Heislikelytocomeheretomorrow.Itislikely/possible/probablethathewillcomeheretomorrow.Itispossibleforhimtocomeheretomorrow.II.语法有关不定式与动名词的用法除了本单元的语法部分讲解外，还要注意以下几点：1.Thequestioniseasytoanswer.在这类型句子中，句子的主语通常是不定式的逻辑宾语。常见的形容词有：easy，difficult，hard，fit，comfortable等，这时的不定式一般用主动形式；不定式的动词后面不跟宾语it或them等；若不定式为vi.时，要加其相应的介词。e.g.Thewaterisfittodrink.\nThepersonishardtogetalongwith.Theboxisheavytocarryit.(ⅹ)Theboxisheavytocarry.(√)Thepersonispleasanttotalkto.2.在疑问词+todo结构中，不定式一般只用主动，不用被动；只有一般式，而无完成式和进行式。e.g.Idon’tknowwhattodonext.Hehadtodecidewhichonetochoose.Howtosolvetheproblemisdifficult.3.动名词一般有四种形式：activepassivesimpledoingbeingdoneperfecthavingdoneHavingbeendonee.g.HesuggestedgoingtoBeijingthissummerholiday.Hewaspunishedforhavingbrokenthewindow.Theluckyboyescapedbeingpunished.IrememberbeingtakentoShanghaiwhenIwasasmallboy.Thehouseshowednosignofhavingbeendamaged.4.动名词的复合结构：形容词性的物主代词/名词所有格+doing当动名词的复合结构不做主语时，一般可用宾格代词代替形容词性的物主代词，也可用名词普通格代替名词所有格。e.g.Wouldyoumindmy/mesmokinghere?HesuggestedWuDong’s/WuDonggoingtheretomorrow.Him/He/WuDongcomingheremadeushappy.(ⅹ)His/WuDong’scomingheremadeushappy.(√)5.不定式和动名词的否定形式：not+infinitive或not+doing\n若no+doing则表示”禁止“之意。e.g.Theteacheraskedmenottotalkloudlyinclass.Hisnotcomingtoworkontimemadetheleaderangry.Nosmoking.禁止吸烟。Noparking.禁止停车。III.文化背景知识MakingFriendsChoosingFriends—Beforeyoumakefriends,youhavetodecidewhoyouwanttobeyourfriends.Mostpeopleliketohavefriendswholiketodothesamekindsofthingstheydo.Thatdoesn’tmeanyouhavetobeexactlylikeeachother,justthatyouenjoysomeofthesamethings.Ifyou’rereallyintosports,youprobablywillwantfriendswhoenjoyplayingmanyofthesamegamesyoudo.Likewise,ifyoulovetoreadbooks,youwillprobablyenjoythecompanyofreaders.Formingabookclubisagreatwaytogetagroupofkidstogetherwhoshareyourinterests.Thinkaboutyourfavoritethingstodoandtrytalkingtoyourclassmatesatlunchorrecessaboutyourhobbies.You’reboundtofindatleastonepersonwho’sexcitedaboutthesamethingsthatexciteandinterestyou.MakingFriends—1.Thequickestwaytomakeafriendistosmile.Whenyousmile,peoplethinkyouarefriendlyandeasytotalkto.Itmaynotbeeasyatfirsttosmile.But,youcanpracticeinthemirror.Whenyoulookatyourself,thinkifyou’drathertalktoyoursmilingfaceoryourusualfacethatmaylookscaredorangry.Rememberthatotherpeoplehavefeelingstooandmostpeoplewillstayawayfromascaredorangrylookingface.2.Oneeasywaytostartaconversationwithsomeoneistosaysomethingniceaboutthem.Forexample,youcouldcommentonagreatanswertoateacher’squestion,goodcatchattheballfield,prettyshirt,etc...Thinkabouthowgreatyoufeelwhensomeonesayssomethingnicetoyou.Doesn’titmake\nyouwanttokeeptalkingtothatperson?3.Askyournewfriendsquestionsaboutthemselves.Who’stheirfavoritesinger,wheredotheylive,who’stheirteacher,whatdotheydoafterschoolareallgoodquestionstostartaconversatonIt’snotreallynoseytoaskquestionsaboutpeople.It’stheonlywaytogettoknowwhatthey’relike.AND,it’stheonlywaythey’llknowthatyouareinterestedinthem.4.Makesureyouhavesomethingtoaddtotheconversationtoo.Whensomeoneasksyouaquestion,dohaveananswerforthem.Ifyoudon’tknowwhoyourfavoritesingeris,orwhatyourhobbiesare,thinkaboutit.There’snothingthatwillstopaconversationquickerthanashrugforananswer.Youcangettoknowyourselfbykeepingajournal.5.Shykidsoftenhavesometroublewithcomplements.Whensomeonesayssomethingnice,shykidswilloftenfreezeintheirtracksandsaynothing.Thisleavestheotherpersonwonderingiftheysaidsomethingwrong.Thebestandeasiestreplytoacomplementisasimple“ThankYou”.6.Beafriend.Kidswhoshowaninterestinotherkidsandwhoarekindandfriendlymakegoodfriends.Remember,everyonewantstobearoundpeople.Activities—Afteryou’vemadesomefriendsthatsharethesameinterests,it’salwaysfuntoplanactivitiestogetherthatyou’llbothenjoy.Invitingafriendovertoyourhouseafterschoolisagreatwaytomakeyourfriendshipcloser.Ifyouknowagameyourfriendlikestoplay,youcanplantodothattogether.Ifyouandyourfriendliketoplayoutside,thinkofsomethingsyouhavearoundthehousethatyoucanorganizetodooutside.Makesuretheactivitiescanbedonetogether.Youmaybothloveplayingcomputergames,butthisisactivitybestdonealoneorwithafriendyou’veknownforareallylongtime.Whenyouplayacomputergame,onepersonisalwaysleftsittingwithnothingtodobutwatch.Notfun.TheTenCommandmentsonHowtoGetAlongwithOtherPeople1.Keepskidchainsonyourtongue;alwayssaylessthanyouthink.Cultivatealow,\npersuasivevoice.Howyousayitoftencountsmorethanwhatyousay.2.Makepromisessparingly,andkeepthemfaithfully,nomatterwhatitcosts.3.Neverletanopportunitypasstosayakindandencouragingwordtooraboutsomebody.Praisegoodwork,regardlessofwhodidit.Ifcriticismisneeded,criticizehelpfully,neverspitefully.4.Beinterestedinothers,theirpursuits,theirwork,theirhomes,andfamilies.Makemerrywiththosewhorejoice;withthosewhoweep,mourn.Leteveryoneyoumeet,howeverhumble,feelthatyouregardhimasapersonofimportance.5.Becheerful.Don’tburdenordepressthosearoundyoubydwellingonyourminorachesandpainsandsmalldisappointments.Remember,everyoneiscarryingbaggage.6.Keepanopenmind.Discuss—butdon’targue.Itisamarkofasuperiormindtobeabletodisagreewithoutbeingdisagreeable.7.Letyourvirtuesspeakforthemselves.Refusetotalkofanother’svices.Discouragegossip.Itisawasteofvaluabletimeandcanbeextremelydestructive.8.Becarefulofanother’sfeelings.Witandhumorattheotherperson’sexpensearerarelyworthitandmayhurtwhenleastexpected.9.Paynoattentiontoill-naturedremarksaboutyou.Remember,thepersonwhocarriedthemessagemaynotbethemostaccuratereporterintheworld.Simplylivesothatnobodywillbelievethem.Disorderednervesandbaddigestionareacommoncauseofback-biting.10.Don’tbeanxiousaboutthecreditdueyou.Doyourbest,andbepatient.Forgetaboutyourself,andletothersremember.Successismuchsweeterthatway.ProverbsonfriendsandfriendshipAlifewithoutafriendisalifewithoutasun.—FrenchproverbItisoneoftheblessingsofoldfriendsthatyoucanaffordtobestupidwiththem.\n—RalphWaldoEmerson老朋友的好处是：和他们在一起时，你可以显得愚蠢。—拉尔夫·华度·爱默生AfriendisapersonwithwhomImaybesincere.Withhim,Imaythinkaloud.—RalphWaldoEmerson朋友是这样一个人：和他在一起时，我很真实；在他面前，我可以大声思考。—拉尔夫·华度·爱默生Friendshipislikeabankaccount.Youcan’tcontinuetodrawonitwithoutmakingdeposits.友谊好比银行账户，没有存款就不能提取。Yourcompanionsarelikethebuttonsonanelevator.Theywilleithertakeyouuportheywilltakeyoudown.朋友就像电梯上的按钮：他们或者带你上去，或者带你下来。Afriendcantellyouthingsyoudon’twanttotellyourself.—FrancesWardWellerAwisemanmaylookridiculousinthecompanyoffools.—ThomasFuller与傻瓜为伍，聪明人也会显得可笑。—托马斯·富勒Realfriendshipisshownintimesoftroubles;prosperityisfulloffriends.—Euripides顺境里充满朋友，困境中才能看出真正的友谊。—欧里庇得斯Atruefriendwalksinwhentherestoftheworldwalksout.世界上所有的人都离你而去的时候，真正的朋友会向你走来。