资源描述
1. 名词
名词可以分为专有名词（Proper Nouns）和普通名词 (Common Nouns），专有名词是某个（些）人，地方，机构等专有的名称，如Beijing，China等。普通名词是一类人或东西或是一个抽象概念的名词，如：book，sadness等。普通名词又可分为下面四类：
1）个体名词（Individual Nouns）：表示某类人或东西中的个体，如：gun。
2）集体名词（Collective Nouns）：表示若干个个体组成的集合体，如：family。
3）物质名词（Material Nouns）：表示无法分为个体的实物，如：air。
4）抽象名词（Abstract Nouns）：表示动作、状态、品质、感情等抽象概念，如：work。
个体名词和集体名词可以用数目来计算，称为可数名词（Countable Nouns），物质名词和抽象名词一般无法用数目计算，称为不可数名词（Uncountable Nouns）。归纳一下，名词的分类可以下图表示：
_______________________________________
| |专有名词 | |
| 名 | | 个体名词 | |
| | | | 可数名词 |
| | | 集体名词 | |
| |普通名词 | | |
| 词 | | 物质名词 | |
| | | | 不可数名词|
| | | 抽象名词 | |
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 the Jewish 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
Teaching plans for each period:
Period 1 Warming-up and Speaking
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.
Teaching important points:
a) Use the given adjectives and sentence structures to describe one of your friends.
b) Learn to evaluate friends and friendship.
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.
Teaching methods:
a) Task-based teaching and learning
b) Cooperative learning
c) Discussion
Teaching aids:
CAI
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……
a) Have a member of each group report on what their lists have in common and list them on the board.
b) Ask the class whether or not they agree with all the qualities listed.
c) Then have the students do the survey in the textbook.
d) Have the students score their survey according to the scoring sheet on page 8.
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, ......
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 editor, 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
The teacher can give each group one of these questions below to talk about. Then let the class share their ideas. It's better to stimulate the students to express their own opinions about these questions.
1. Do you think it is a good idea to borrow money from your friend? Why and Why not?
2. What factors may cause the breakdown of a good friendship?
3. What can be your unusual friend besides human beings? And why?
Step 6 Homework
1. Write down a short passage about your ideas /the factors/your unusual friends.
2. Prepare for the new lesson.
Period 2 Reading "Anne's Best Friend"
Teaching objectives:
1) To develop the students'reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;
2) To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;
3) To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;
4) To learn the writing style of this passage.
Teaching method:
Task-based teaching
Teaching procedure:
Step 1 Pre-reading
1. Please enjoy three pieces of music and find out what they are about.
2 .Why do you think friends are important to you?
3. What do you think a good friend should be like? List the good qualities a good friend should have .
4. Have you ever considered making friends with animals, plants or even an object? Why or why not?
Step 2 Reading
1. Try to guess what Anne's friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.
2. Skimming the first two paragraphs to confirm your guessing.
1) What was Anne's best friend? Why did she make friends with it?
2) Did she have any other true friends then? Why?
3) What is the difference between Anne's diary and those of most people?
4) Do you keep a diary? What do you think most people set down in their diaries?
5) We are going to read one of Anne's diaries .but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph?
3. Reading of Anne's diary
How she felt in the hiding place
Two examples to show her feelings then
Step 3 Post-reading
1. What would you miss most if you went into hiding like Anne and her family? Give your reasons.
2. Group work
Work in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.
Where would you plan to hide?
How would you arrange to get food given to you every day?
What would you do to pass the time?
3. Discovering useful words and expressions
Complete the following sentences, using words and expressions from Reading
1) She has grown _______ about computer games.
2) Was it an accident or did David do it on _______?
3) From the beginning ,Paul made it clear that he would be ______ (完全地)in control.
4) He used to work _______ even in the middle of winter.
5) Just the _______ of more food made her feel sick.
6) You had better have a _________ talk with him.
7) Born in a poor family, the manager _________ lots of hardships in his childhood.
8) A diary is often kept to ________ what happens in people's daily lives.
Step 4 Talking about friends and friendship
1. There are many proverbs about friends and friendship. Choose the one you agree with and explain why, then choose one you disagree with and explain why.
A friend in need is a friend indeed.
Friends are like wine; the older, the better.
A friend to all is a friend to none.
The same man cannot be both friend and flatterer(阿谀奉承者).
False friends are worse than open enemies.
Walking with a friend in the dark is better than walking alone in the light.
2. We have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and friendship.
Step 5 Homework
1. Interview a high school student, a businessman, a police officer and a housewife to find out their opinions about friends and friendship. Write a report to share it with the whole class.
2. Describe one of your best friends following the writing style of this passage.
Period 3 Grammar
Teaching objectives:
Learn to use direct speech and indirect speech
Teaching important point:
Summarize the rules of Direct Speech and Indirect Speech.
Teaching difficult point:
Learn about the special cases in which the tenses shouldn't be changed.
Teaching methods:
Discussing, summarizing and practicing.
Teaching procedures:
Step 1 Lead in
T: In the last lesson, we learned Anne Frank's story. She is telling her stories to two of her friends—you and Tom. Tom has something wrong with his ears,so you have to repeat Anne’s sentences, using indirect speech. Sometimes you explain Tom's sentences to Anne.
"I have to stay in the hiding place." said Anne.
→Anne said she had to stay in the hiding place.
"Do you feel sad when you are not able to go outdoors?" Tom asked Anne.
→Tom asked Anne if/whether she felt sad when she was not able to go outdoors.
"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.
"What do you call your diary?" Tom asked.
→Tom asked what she called her diary.
Students go on this topic by themselves.
Step 2 Grammar
T: Now let's look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed?
Students discuss by themselves.
Students: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.
T: Quite right. Look at the form on the screen. These are the rules.
直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。
1. 直接引语是陈述句，变成间接引语时，由连词that 引导。
例如：
She said, "I am very happy to help you."
→She said that she was very happy to help you.
2. 直接引语是一般/选择疑问句，变成间接引语时，由连词whether或if 引导。
例如：
He asked me, "Do you like playing football?"
→He asked me if/whether I liked playing football.
注意：大多数情况下，if和whether 可以互换，但后有or not,或在动词不定式前，或放在介词后作连接词时，一般只用whether。
例如：
She asked me whether he could do it or not.
3. 直接引语是特殊疑问句，变成间接引语时，由相应的疑问词who, whom, whose, how, when, why, where 等引导。
例如：
My sister asked me,
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