Unit 1 Friendship

Teaching approaches: situational approaches, communicative approaches and task-based approaches

Learning objectives and demands:

1.  The activity is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.

2.  Ask the students to describe a good friend and give examples of situations where friends have helped them. Use the activity as a brainstorming session done either in groups or with the whole class.

3.  Language use: speaking practice, reading

Teaching procedures:

Step 1: Warming up

    Students are asked to describe themselves and a friend. You can use these questions in at least two different ways. One alternative is to ask the students to think about three words to describe themselves and then let each student tell the class the three characteristics they have chosen. A second alternative would be to ask the students to write down the three characteristics and let other students guess who is being described.

Which words can be used to describe the characteristic?

Brave:  courage   fearless   heroic

Scared:  astonish   fearful   frightened   horrified   shocked   terrified   timid

Loyal:  devoted   faithful

Wise:  bright   clever   cute   gifted   intelligent   smart   well-learned    witty

Beautiful:  attractive   breath-taking   charming   cool   cute   elegant   graceful   eye-catching good-looking    inviting   lovely   neat   pretty   splendid   stunning

Step 2. Leading in

Ask Students questions:

1. Which kind of friend do you think is the best friend?

Any answer is possible. Everyone may have his own reasons. But when you answer the question, you should remember the old saying" A friend in need is a friend indeed", The best friend should be a man whom you can depend on forever, not in a certain period of time.

2. What else can be our friends besides human beings?

There are many answers to this question. e.g. a dog, a cat, a dictionary, a computer, a toy car, a mobile phone, a TV set…

Step 3. While –reading

(1)Fast-reading: Get the main idea and finish comprehending exercise 1 and exercise 2

(2) Intensive reading:

1．What's the advantages（优点）and disadvantages of the diary as a friend?

　　 Possible answers：

　　 Advantages: a. He accepts all that you said to him. b. He is never angry with you. etc.

     Disadvantages: a. He has no feelings and thoughts. b. He can not speak to you. etc.

2．Why did Anne say that she had seen the night face to face on the dark, rainy evening?

　　 There may be several reasons. Use your imagination to find out the possible reasons according to what you think of.   e. g.  

a. It is dark and safe on such a night. 

b. Anne hasn't experienced the nature so closely for a long time.  

c. On such a night she can throw away all her worry and other unhappy feelings. etc.

Step 4. Explain the new words and phrases in the content

短语

　1．set down　放下，记下，登记; set up　建立，搭起;　set about doing sth.　着手（开始）做某事; set out　出发，动身，开始

2．join in　加入，参加　join sb. in sth. / doing sth.; join　加入（某一伙人或某个组织）
take part in　参加（有组织有纪律的活动）

3．put away　把……收拾起来，放好; put back　放回原处; put down　记下，写下，放下
put off　推迟，拖延

4. be prepared for ＝ be ready for　为……作好准备; prepare for　为……作准备; prepare sb. for　使某人为……作准备; get sth. ready / prepared　把……准备好

句式

1．I haven't been outdoors for so long that I've grown so crazy about everything to do with nature.
 （1）so … that … 如此……以至……，引导结果状语从句；so放在句首时，句子要倒装。　　

（2）so that既可引导结果状语从句也可引导目的状语从句。引导目的状语从句时，常和can, could, may, might, would等情态动词连用。
2．I'm having some trouble with my classmates at the moment.
　　have（some, no, much, great, little）trouble/difficulty with sth. /（in）doing something　做某事有（一些,没有，很多，很少）因难。

3．It is believed that the islands can be a paradise（天堂）when people live in peace.
It is believed that …　人们相信……; It is said that …　据说……; It is reported that …据报道……; It is supposed that …　人们认为……

Step 5 Post-reading: Discussing

Ask students if they are only allowed to have five things with you in the hiding place because there is very little room, what would they choose?

Step 6.Homework

Can you give us some background knowledge of World War and some historical material of Jews? You may use the library or the Internet.

It is up to the students themselves to complete the task.