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Unit 1 friendship
Participants: 靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴晓，邹舍龙
School: Tai Zhou No.1 Senior Middle School
1.Teaching aims and demands
类别 课程标准要求掌握的项目
话题 Friends and friendship; interpersonal relationships
词汇 Add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose
in order to face to face according to get along with fall in love
join in
功能 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 and disagreement）
I agree. I think so. Exactly.
I don’t agree. I don’t think so. I’m afraid not.
3.肯定程度（certainty）
That’s correct. Of course not.
语法 直接引语和间接引语(1): 陈述句和疑问句
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.



2. Suggested teaching notes
1). Analyses of the teaching contents
This unit is about friendship, and nearly all the teaching materials center on it.
Warming up---The questionnaire leads students to think and talk about
friendship, get to know the problems between friends
and seek solutions, which makes preparations for the
further teaching in topics, background and vocabulary.
Pre-reading---The questions prompt students to think critically about
friends and friendship in reality, alerting them to the fact
that besides people, a diary can be a friend, too.
Reading--- The diary by theJewish girl Anne gave a glimpse of her life
during her family’s shelter in Amsterdam from the German
Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days.
Comprehending---It helps students further understand the text by doing
multiple choices, questions and answers, and
matching.
Learning about language---It teaches the important expressions and
structures and grammar: direct and indirect
speeches.
Using language---The two letters, listening, questionnaire design, letter
writing and fun writing prepares students to further
talk about friendship, especially the problems with
misunderstanding, and unfriendliness, thus
strengthening students’ abilities to practice
language, discover, and solve problems.
Summing up---It summarizes the whole contents of this unit from the
aspects of topics, vocabulary and grammar.
Learning tip--- This part encourages students to form the habit of writing
a diary.
Integrating skills--- The text introduces the way Hawaiians express
friendship, to get students to realize the cultural
differences in the values of friendship in addition
its importance in all cultures.

2) Making of the teaching plan
This unit centers on friends and friendship, exploring different types of
friendship with particular attention to that one can develop with oneself,
i.e., the comfort and support one seeks from an imaginary friend.
Students are expected to come to be truly aware of the qualities and
conducts that make a good friend, display and develop the ability to
cope with misunderstanding, conflicts and problems related to
friendship, and give advice on it. The concept that even an ordinary
thing can be a friend should break down the traditional belief in the
interpersonal nature of friendship. Also, the comparison of similarities
dissimilarities in friendship comprehension between the East and the
West leads students to know better the values of friendship in Westerns’
eyes. All in all, this unit promises to unveil the true essence of friendship
and helps students to lead a more friendly and harmonious life.
Thus, based on the theme, contents and teaching objectives, the whole
teaching procedures can fall into five periods as follows:
Period 1 Warming up and speaking
Period 2 Reading
Period 3 Grammar
Period 4 Integrating skills (WB)
Period 5 Using language

3. Teaching plans for each period
Period 1 Warming-up and Speaking
1. Teaching objectives:
1) Target language
I (don’t) think…… I (don’t) think so. I (don’t) agree.
I believe…… That’s correct. In my opinion, ……
2) Ability goals
a. Describe your friends in English
b. Figure out the problems between friends and then find different ways to solve the problems.
3) Learning ability goals
a. To encourage students to think and talk about friends and friendship by using some phrases and structures.
b. To learn to solve problems that may occur between friends.
c. To cultivate the students to form the good habit of learning English in Senior Middle School.

2. Teaching important points:
a. Use the given adjectives and sentence structures to describe one of your friends.
b. Learn to evaluate friends and friendship.

3. Teaching difficult points:
a. Work together with partners and describe one of your good friends.
b. Discuss with partners and find out ways to solve the problems.

4. Teaching methods
a. Task-based teaching and learning
b. Cooperative learning
c. Discussion

5. Teaching aids:
CAI

6. Teaching procedures and ways:
Step 1 Lead-in and Warming-up
Before the lesson, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne .
At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.
1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time?
2. What do you think of our new school? Do you like it? Could you say something about it?
3. Do you like making friends? How do get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?

Step 2 Think it over
1. Give a brief description of one of your friends. The following phrases and structures may be helpful:
His/Her name is ……
He /She is …… years old.
He /She likes …… and dislikes ……
He /She enjoys …… and hates……
He /She is very kind/friendly/……
When /Where we got to know each other.
2. What types of friendship do you have? Please tick them out. Then fill in the blanks.
girl friends boy friends pen friends
long -distance friends friends of the same age
e-friends (friends over the internet) friends across generations
unusual friends like animals, books……
1).______ is /are most important to you.
2). You spend most of your free time with ____.
3). You will share your secrets with _____.
4). When in trouble, you will first turn to _____.

Step 3 Make a survey
1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.
Tell your partner your standards of good friends by using the following structure:
I think a good friend should (not) be……
In my opinion, a good friend is someone who……
1. Have a member of each group report on what their lists have in common and list them on the board.
2. Ask the class whether or not they agree with all the qualities listed.
3. Then have the students do the survey in the textbook.
4. Have the students score their survey according to the scoring sheet on page 8.
5. The teacher ask some students how many points they got for the survey and assess their values of friendship:
★ 4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.
★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.
★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done.
(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)

Step 4 Talking and sharing( work in pairs)
1. If your best friend does something wrong, what will you do?
Try to use the following phrases:
I (don’t) think…… I (don’t) think so.
I (don’t) agree. I believe……
That’s correct. In my opinion, ……
What to do reasons




2. What is a friend?
A British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editior, choose the best one from the following entries(条目), and explain why.
One who understands my silence.
A friend in need is a friend indeed.
Friends are just the people who share your happiness and sorrow.
When you look at your watch at 4 am, but still know you can call
them and wake them up, and they’ll still want to talk to you ,that’s
friendship.
To have a friend, you need to be a good friend.

Step 5 Group work (output)
The teacher can give each group one of these questions below to talk about.

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