【正文】 going. T: I think some of you may read some other letters to an agony aunt which describe a problem the writer has strong feelings about like an important event or an unfettable experience. Usually the writer writes what he/she honestly thinks and feels. By reading the letters carefully, it is possible to find out just how the writer feels about the problem and even think about what advice to give them. Now read the two letters again and finish C2. After a few minutes, check the answers together. Suggested answers to C2: 2. She felt so ashamed. 3. She was so upset that she felt like crying. 4. He had a dilemma. 5. He felt really guilty. 6. He felt very angry with Matthew. Step III Explanation Play the tape again for the students. Ask them to underline the difficult sentences. After the students listen to the tape, deal with some language points. T: Now we will deal with some difficult language focuses. I will play the tape for you. Please make a mark where you have difficulties. Before explaining the difficult points, ask the students to refer to the notes to the unit on Pages 61 and 62. T: Do you have any difficulties with the two letters? S: Could。 if you are in trouble, friends will help you and remove the barriers for you。amp。amp。 Grammar and usage中的 Verbing form as a noun 及 Workbook (Page 92 )中的 C2 整合在一起上一節(jié)“語法課 (II)”。amp。 將 Reading 中的 A 項到 E 項及 Workbook (Page 90 )中的 A1amp。最后讓學生按照前面的指導修改自己的文章。最終使學生學會在具體的語境中靈活運用本單元所學的語法知識。“閱讀策略”以提示框的形式指導學生如何在閱讀的過程 中，理解并體會表達作者強烈感情的語句，培養(yǎng)并提高學生的閱讀能力。 Reading 呈現(xiàn)了兩封讀者專欄主持人寫的信。通過本單元的學習，讓學生運用所學的知識給自己的 朋友寫一封信，談談對友誼的理解。并圍繞友誼這個話題，指導學生發(fā)表自己的看法和見解。讓學生就圖畫和諺語根據(jù)自己的社會知識和親身體會談如何與人相處及對友誼的理解，并討論回答相關問題，從而引出單元話題，激活學生的相關知識，為本單元的進一步學習做熱身準備。 A 設置了幾個問題，要求學生快速閱讀并回答問題； C1 和 C2 分別是回答問題和判斷正誤的練習，是對閱讀細節(jié)的檢驗； D 是一個詞匯練習，幫助學生在語境中學習生詞的意義和用法； E 是一些詞匯的應用性練習，要求學生根據(jù)前后文用適當?shù)膯卧~填空； F是一個會話練習，要求學生根據(jù)提示問題，討論有關友誼與交友的話題，是輸出性的口頭訓練活動。第一部分介紹了帶 to 的不定式在句中擔當?shù)牟煌煞忠约八囊话闶?、進行式、完成式；第二部分呈現(xiàn)了不帶 to 的不定式的各種用法；第三部分總結了動詞 ing 形式作名詞的用法。其一 , 指導學生如何在聽的過程中抓住關鍵信息并簡要地做好筆記；其二 , 讓學生以友誼為話題展開討論，使學生學會如何表達自己的觀點，發(fā)表自己的見解和看法；其三 , 首先向學生呈現(xiàn)一篇習作，指導學生進行短文改錯 , 然后讓學生給自己的朋友寫一封信。 2. 教材重組 將 Wele to the unit 和 Task中的 Skills building 2 整合在一起上一節(jié)“口語課”，讓學生就友誼及人際關系的話題發(fā)表自己的看法并說明理由。 將 Reading 中的 F 項及 Workbook (Pages 94 amp。 將 Grammar and usage 中的 Toinfinitive 和 Bare infinitive 及 Workbook (Page 92 )中的 C1 整合在一起上一節(jié)“語法課 (I)”。 將 Project 及 Workbook (Pages 91amp。B2， D1amp。 it?s a waste of time doing so. T: You are all right. You have your own opinions on the statements. That?s very good. Step IV Further discussion Ask the students to continue discussing and understand the meaning of friendship better. T: Now that you have learned how to give opinions, let?s have a class discussion on friendship. You can ask at least three other classmates for their opinions on friendship. You can refer to the questions listed on Page 15 to get you started. After a few minutes I?ll check your work. Sample dialogues: Dialogue 1: S1: Do you have a best friend? S2: I have a best school friend. We study and play with each other in school. S3: I have a best friend and we do everything together: study, read, watch TV, surf the Inter, play sports and listen to music. S4: I have a best friend and we do our best to help each other no matter who is in need of help. Dialogue 2: S1: What do you think a best friend should be like? S2: In my opinion, my best friend should have the same kind of sense of humor so that we can laugh together. S3: I think a best friend should be true to us whether near or far apart. S4: I?d like my friends to give me courage to solve all kinds of problems. Dialogue 3: S1: What qualities are important in a friend? S2: Kindness and honesty are important in a friend. S3: I think trust and understanding are important in a friend. S4: In my opinion, respect and patience are important. Dialogue 4: S1: Does having friends make you a better person? S2: No. The kind of friend you have made decides whether you are a better person or not. S3: I agree with you. If you have a good friend, you will be a better person. And if you have an ill friend, you will bee even worse. S4: That?s right. As we all know, one who keeps pany with the wolf will learn to howl. You should choose your friend wisely. Dialogue 5: S1: How do you want your friends to treat you? S2: I think he first is kind and friendly to me. S3: In my opinion, he should be honest to me. S4: But I think my friends should respect and understand me first. Dialogue 6: S1: How can friends help you solve your problems? S2: When I meet some problems, my friend will listen to me patiently and try to do what he can to help me. S3: First my friend encourages me and gives me the courage. Then we try to find some possible ways to solve the problems. S4: When I am in need of help, my friend will devote himself to helping me with heart and soul. Dialogue 7: S1: What makes a good friendship last? Why? S2: Friendship is one of the greatest pleasures that people can enjoy. So I think one of the best ways to keep friendship is to return it. S3: Real friendship is a rare and precious gift, strong, stable, yet fragile and never to be taken for granted. Only in this way can we make a good friendship last. S4: I think all of us should be faithful to our friends and keep our real friendship forever. T: Now you have pleted the report on the answers from your classmates. Then discuss some other statements on friendship and decide whether you agree or disagree with them. Look at activity B. After a few minutes, check their work. T: Who can give us your opinions on the first statement? S: Let me try. I think friendship is an important part of my life. Friendship is to our life what salt is to dish. If you are happy, you can share the happiness with your fri