Teaching Plan Unit 1 Topic: FriendshipTeachingAimsLanguage knowledge 话题：熟悉有关Friends and friendship, how to make friends和 how to make friendship的话题。 功能：在日常交际中有效使用得体的语言表达态度：（a）同意和不同意：I agree; I think so; Exactly; I dont agree; I dont think so; Im afraid not.（b）肯定程度：Thats correct; Of course not.语法：掌握陈述句、一般疑问句和特殊疑问句的直接引语和间接引语。词汇：重点理解、掌握下列词汇： add; share; dare; suffer; advice; calm down; be concerned about; go through; set down; a serious of; on purpose; in order to; join in Language skills听: 听懂Miss Wang of Radio For Teenagers 的回信，并能回答就信中主要内容提出的问题。说:能围绕中心话题Friends and friendship, 与同学交谈，合作，共同完成调查问卷设计任务。读:能从Annes Best Friends中获取主要信息，理解课文的内容和细节；理解“语言运用”部分的两封信，为下面的听和写做好准备。写: 能根据提示，以编辑的身份为 Xiaodong写封回信。Cultural conscious-ness 了解英语交际中如何恰当地表达态度。通过课文学习，了解德国法西斯残害犹太人的历史，感受外国历史文化。Affect& Attitude加深对友谊、友情、朋友的理解，学习如何正确交友，对待友谊、友情，处理朋友间发生的问题。Learning strategies 认知策略：总结语言材料中有关直接引语和间接引语的规律并加以应用。 交际策略：在课内外活动中积极围绕话题与同学交流。 调控策略：合理分配注意力。 资源策略：学习有效地使用词典等工具书。Teaching key pointsTeaching important points（1）本单元所出现的词汇的用法。（2）陈述句、一般疑问句和特殊疑问句的直接引语和间接引语。（3）对于个人观点态度的表达法。TeachingperiodsPeriod 1The whole content Warming up of unit 1(听说活动课)Period 2Reading: Annes best friend (阅读课) Period 3Learning about language (词汇语法课)Period 4Reading and listening (听说课)Period 5Reading and writing(写作课)Period 6Summing up revision （复习及课外阅读课-P44 friendship in Hawaii）Period 7Test (单元测试)备注Period 1 Title The contents warming up Teaching aimsKnow about the contents of the whole texttalk about friends and friendship Teaching proceduresActivityObjectives(设计意图)InteractiontimeStep 11. About the contentsLook through your book and find the answers to these questions.a. How many units are there in the book?_b. The book is made up of two parts, what are they?_c. How many parts are there in the appendices?_To know the structure of the whole modules. Individual work修改与备注：修改与备注：About the themeLook at the list of contents. In which unit can youa. learn the history about the development of English?_ b. learn how to protect oneself and help others in disasters?_c. Study vocabulary of landforms（地貌）?_d. Read the introduction of some famous people?_e. Read the suggestion about how to get along with others?_Know the theme of every unit and develop students fast reading skills.Pair work 修改与备注：修改与备注:About the grammara. Which grammar structure is dealt with in the fourth unit Earthquakes?_b. Which structure can we use to report others ideas?_c. What can we talk about using the present continuous tense? In this book, what new idea can we get?_To get a general impression about the grammar.Pair work 修改与备注：修改与备注:Step2Leading-in (warming up)Ask the Ss to describe one of their friends-their appearance, personality, hobbies, etc.Qs: Whats your friend like?What does he/she like to do in his/her spare time?What personality does he/she have?To develop Ss speaking skills .Individual work修改与备注：修改与备注:Step3Have the Ss get into groups of four to list some qualities of a person they would like as a friend.F Forgiving, fair, forever, faithful, friendlyR Real, responsible, reliable, respectfulI Important, interestingE Enjoyable, everlasting, equal, encouragingN NiceD DevotedS Sincere, sharingH Helpful, honestI IndependentP Pure, polite, precious, patient本环节通过引导学生描述朋友，进而探讨好朋友应具备的优秀品质，循序渐进地引入本单元的中心话题，真实性强，为学生学习和运用本单元的功能意念项目提供了很好的机会。Group work 修改与备注:修改与备注:Step 4Doing the survey1. Do the survey on page 1 in the textbook.2. While doing that, encourage students to guess the meaning of unfamiliar words (if necessary).3. Have students work out their scores on page 8.4. Discuss the results: 4-7 points: not a good friend; 8-12 points: a fairly good friend; 12+ points: an excellent friend.为了有效完成设计调查问卷的任务，首先对它有一个直观的认识，弄清调查问卷的结构和形式，为下面设计问卷这个中心环节做好各方面的准备。对于问卷中个别的生词和短语，应鼓励学生围绕“中心话题”和上下文去猜测。）修改与备注：Individual work修改与备注:Step 5Step 3 Designing a questionnaire1. Divide students into groups of four.2. Ask each group to design one question accordingly with three possible answers each.3. Give a score to each answer.4. Set down the question and answers to make a questionnaire.本环节的目的是通过设计问卷，创设真实的语言情景，为学生探讨友谊、友情提供广阔的空间。重点进行口语交际方面的练习，同时培养学生发现、思考、解决问题的能力，树立正确的人生观和价值观）Individual work修改与备注:Step 6Trying the questionnaire1. Check the questionnaire through and try it out on your own group.2. Share yo