模块5 unit 1 Period one 教案

Teaching plans of Unit One--- Getting along with others

Period One Welcome to the unit

Teaching aims:

To deepen Ss’ understanding of friendship

To practice Ss’ oral English by getting them involved in the discussion of friends and friendship

To learn the way to describe the characteristics of a true friend

Teaching procedures:

Step 1. Lead-in

1. Listen to the song called Auld Lang Syne(友谊地久天长)

2. Show students some pictures about friends

3. Brainstorming questions:

1) Have you enjoyed the song? Can someone name the song ?

2) Can you guess the relationship between the ones in the pictures?

3) Do you have any good friends? How many are they?

4) Do you think it is important to have a good relationship with others? Why?

5) Do you know the concept of “friendship”? Try to explain.

6) In your opinion, what does a real friendship consist of ?

Step 2. Picture talking:

Talk about the pictures and proverbs with your partner. Try to discuss the following questions:

Picture 1,

1) Where are the two girls?

2) What are they doing ?

3) How long they spend speaking to each other?

4) Do you think they enjoy each other’s company?

5) What do you think ‘Friends are thieves of time.’ mean?

Picture 2,

1) What do you use a mirror for?

2) What are the two girls doing?

3) Do you think the girl on the right is a good friend? Why?

4) Do you have a good friend? Does he/she often give you advice?

5) What do you think the proverb ‘The best mirror is an old friend’ mean?

Picture 3,

1) What is the taller boy doing ?

2) Why does he do so?

3) Do you think it possible for a person to buy friendship?

4) In your opinion, what is the base of a good friendship?

Picture 4,

1) Do you think friends should be the same age and share the same hobbies and interests?

2) What does the proverb ‘True friends have hearts that beat as one.’

Step 3. Story-telling

Tell a story happened between you and your best friend.

Step 4. Homework

1.Smile to your friends.

2.Finish the passage in Part B.

3.Do exercises on page 95 in Workbook..

4.Preview the reading part.

Period Two Reading (One)

Teaching aims:

To deepen Ss’ insight into problems between friends

To practice Ss’ reading comprehension skill

To identify feelings and emotions in a text

Teaching procedures:

Step 1. Lead-in

1.Show students a picture about a gang of friends.

It’s a picture of me. Can you find me out and guess who are the others. (My friends)

2. Brainstorming questions:

1) Do you have a friend? How do you get along with your friends?

2) Have you ever fallen out with a very good friend?

3) If you had a quarrel with a friend, how would you deal with it?

4) How would you mend a broken friendship?

Step 2. Fast-reading

Ask the students to go through the two letters quickly and answer questions in Part A

1. Are the writers of the two letters feeling happy or sad?

2. What did Sarah get for the surprise Maths test?

3. Is Matthew usually a quiet boy?

Step 4. Detailed-reading

1.Ask the students to read the first letter carefully and answer the following questions and an analysis diagram .

1) Why other children say we are no fun?

2) What did Sarah think about the surprise Maths test?

3) What did Hannah sense?

4) What did Sarah tell Hannah in the girls’ toilets?

5) Why did Sarah tell Hannah that they weren’t going to be friends any more?

6) The analysis diagram:

She felt betrayed because … she thought her best friend Hannah didn’t keep her secret.

shamed she scored the lowest score in her class.

upset she found a piece of paper on her desk that said ‘Stupid Sarah got a D’

angry she thought Sarah didn’t keep her word.

2. Ask the students to read the second letter carefully and answer the following questions and fill in a table.

1) Why did Andrew shout at Mathew after the match?

2) What did Matthew think about losing the match?

3) How did Andrew think of football?

4) What kind boy is Matthew?

5) How is Matthew recently?

6) Fill in the table:

Step 5. Summarize the reading strategy according to the emotion analysis and tale above: read to understand emotion

Step 6. Homework

1.Retell the two letters.

2.Write an article about the friendship in your mind.

Period Three Reading (Two)--- Language Points

Teaching aims:

To deepen Ss’ understanding of the two letters.

To help Ss master the important words and phrases in the text.

To introduce a few sentence structures to Ss.

Teaching procedures:

Step 1. Lead-in

1. Revision

Retell the main idea of the two letters.

Discussion: Will they be good friends again?

Step 2. Words

1.Match the words with the correct definitions

academic make jokes and laugh at someone

deliberately a situation where one can’t decide what to do

tease shout or say loudly

dilemma feeling shamed of something done wrong

brilliant good at studying and getting high marks

yell be kind and like to meet new people

outgoing extremely good, clever and excellent

guilty done in a planed way, on purpose

2.Complete the sentences with the words on the left

Though he is a popular student, he is not very academic.

I don’t know what to do. Actually I am in a dilemma .

After saying sorry to her, I didn’t feel guilty any longer.

He is quite outgoing and has lots of friends.

Don’t get upset I was only teasing .

He is so brilliant that he can always think of new ideas.

It is impolite to yell at the old.

I don’t think the young boy run into the old woman deliberately.

Step 3. Phrases & Sentences

1. Afterwards, I went to the playground. I was determined to be cheerful, but Hannah sensed something was wrong. (Line 14)

后来，我去了操场。我决定要让自己高兴起来，但汉娜还是感到哪儿有些不对劲。

be determined to do sth. “下决心做某事，决定做某事”

make up one’s mind(s) to do sth.

do what sb. can to do

do all that sb. can to do sth.

try one’s best to do

go all out to do sth.

①He was determined to join the army and serve the country. 他决定参军报效祖国。

determined 还可以作形容词，意思是“坚定的”，作定语。

②Only a determined man can gain great success. 只有坚定的人才能获得成功。

2.Yesterday, I saw him talking to another boy, peter, and I cannot help wondering if he wants Peter to be his best friend instead of me. (Line 53)

昨天，我看到他和另外一个叫彼得的男生在说话，我禁不住想，他是不是希望彼得取代我，成为他最要好的朋友。

cannot help doing sth. 忍不住，情不自禁

①Hearing the news, he couldn’t help crying out. 听到这个消息，他情不自禁地哭起来。

②He just can’t help it. He has to obey orders. 他没用办法，他必须执行命令。

can’t help （to） do 不能帮忙做某事

can’t help but do sth. 忍不住，不得不

help sb. to do/do 帮助某人做某事

help sb. with sth. 帮助某人做某事

help sb. out 帮助某人摆脱困境

help oneself to sth. 随便吃；自取；请便

with one’s help 在某人的帮助之下

be of help ＝ helpful 有用的，有帮助的

3.When asked they usually hesitate before responding, “ My best friend? ……”

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，“我最好的朋友？……”

①When heated, water can be changed into steam. 当水加热时，它会变成水蒸气。

②I won’t go to the party unless invited. 除非被邀请，要不然我不去参加这个舞会。

4. .… , and told her we weren’t going to be friends any more because she couldn’t keep her word.(Line 24)

do what one has promised

eg.She is a good girl and can always keep her word.

5. . … , and as a result of his careless playing, we lost the game.(Line 38)

because of

eg. As a result of his careless study, he failed the Maths test.

6.I must have sounded very proud of myself after the test, saying loudly how easy it was and how I was sure to get a good mark. 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是多么容易，还说我肯定能取得好成绩。

1)must have done 表示对过去的事情进行肯定推测，译为“一定已……”

① Mary must have some trouble; she keeps crying over there.

玛丽肯定遇到了什么麻烦，她不停地在那儿哭泣。

②His brother must have taken the magazine away. 他弟弟肯定把那本杂志带走了。

另外，must 可以对现在进行肯定推测

③He must be at home now, for the light is on. 灯亮着，他一定在家。

④He must be sleeping now. 他现在一定在睡觉。

2)be sure to do 一定，务必。表示说话人的推测、判断或提醒。

He is sure to succeed. 他一定会成功的。

Be sure to come tomorrow. 明天务必要来。

Step 4. Sentences

What does the word mean in different sentences?

1. Hannah sensed something was wrong. (Line 14) __________________

①He doesn’t seem to have any sense of humor. __________________

②There is no sense in getting upset about it now. __________________

③One day he will come to his senses and see what a fool he has been. __________________

④This article does not make sense to me. __________________

2. He kept on saying really mean things to hurt me. (Line 44) __________________

Watch him. He can be really mean. __________________

Don’t be so mean about money. __________________

This word means a kind of meat in English. __________________

I didn’t mean to hurt you. __________________

3. I feel really guilty because I said some really cruel things too, but I can’t stand seeing our team lose. (Line 46) __________________

All the audience stood and clapped. __________________

He is too weak to stand. __________________

Stand the bedroom against the door. __________________

There is a fruit stand in the street. __________________

Step 5. Analyse the sturctures of sentences:

1.He said it wasn’t his fault if he couldn’t play as well as me and that I shouldn’t yell at him.

If there are two object clauses in one sentence, that is used at the beginning of the second object clause and cannot be left out.

eg. She said (that) she would fly to Paris and that she would bring me a present.

2.Since the mach, he hasn’t spoken to me even though we sit next to each other in class.

They decided to leave each other even though they loved each other.

3. Various forms of a verb

… how I was sure to get a good mark. (Line 9)

I was determined to be cheerful. (Line 14) to infinitive

I made her promise not to tell anyone. (Line 16)---- bare infinitive

I was so upset that I felt like crying. (Line 20)

My best friend Matthew has stopped talking to me. (Line 34)

… as a result of his careless playing, we lost the game. (Line 39) V-ing form as a noun

Ⅶ. Homework

1. Review the useful phrases and important words in this text.

2. Review the two sentence structures learnt above.

3. Finish Parts A1 and A2 on Page 90 in workbook.