【正文】 T: Now I will play the tape for you to listen to, and after listening, you should answer the three questions on Page 2. Keep these questions in mind while you are listening. Make notes if you like. After playing the tape, check the answers with the whole class. T: Now let?s check the answers. Who?d like to share your answer to the first question? Any volunteer? S: Let me have a try. The writers of the two letters are both feeling sad. T: All right. What about the second one? S: The next day after class, Sarah?s Maths teacher told her that she had scored the lowest mark in the class. That is to say, she got a D. T: Good. Who can tell us the answer to the last question? S: Me. No, he is usually cheerful and outgoing. T: Wonderful. I think you?ve got the general idea of the two letters. Careful reading Get the students to get the detailed information about the two letters. T: Now I will give you some more minutes to read the two letters carefully and understand the details in the two letters. Then finish the questions in C1. Show the questions on the screen. Let the students go through the questions first, then read the two letters. After 5 minutes, check the answers. Suggested answers to C1: 1. She thought the surprise Maths test was quite easy. 2. She told Hannah how badly she had done in the surprise Maths test. 3. Because she thought that Hannah had told everyone how badly she had done in the surprise Maths test. 4. He thought Matthew played badly and did not try hard enough. As a result, they lost the game. 5. He thought it wasn?t his fault. 6. He is usually cheerful and outgoing. 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。amp。 將 Word power 設(shè)計(jì)為一節(jié)“詞匯課”。 Selfassessment 要求學(xué)生對(duì)照各個(gè)單元學(xué)習(xí)項(xiàng)目按五個(gè)等級(jí)進(jìn)行自我評(píng)價(jià)，對(duì)單元學(xué)習(xí)進(jìn)行反思，并制定計(jì)劃以提高自己的學(xué)習(xí)水平。 Grammar and usage 分三部分。 Wele to the unit 提供了四幅圖畫，每幅圖畫配有一句有關(guān)與人相處的諺語(yǔ)。同時(shí)讓學(xué)生了解不同性別的青少年對(duì)友誼的不同態(tài)度，最終使學(xué)生能通過(guò)小組合作的形式，根據(jù)提示步驟就不同性別的青少年對(duì)某一話題的不同態(tài)度寫一份口頭報(bào)告。 Word power 通過(guò)對(duì)描述人的個(gè)性的形容詞的分類，幫助學(xué)生學(xué)習(xí)并掌握這方面的詞匯。 Project 首先讓學(xué)生閱讀一篇關(guān)于不同性別的青少年對(duì)友誼的不同態(tài)度的文章，使學(xué)生從中受到啟發(fā)，并根據(jù)所給出的具體步驟，通過(guò)小組討論，分工合作，信息搜集和整理等形式，用英語(yǔ)展開活動(dòng)計(jì)劃、活動(dòng)準(zhǔn)備、 成果展示等，就不同性別的青少年對(duì)某一話題的不同看法，完成一份口頭報(bào)告。 95)中的 Reading 整合在一起上一節(jié)“閱讀課 (II)”。93 )中的 B1amp。 if you have a hard nut to crack, you can turn to friends for help. T: Your understanding is very good. What about the second one? S: I agree with the statement. I can conclude that most of us want to make friends with the persons who are honest, kind and have a sense of humor. Kindness and honesty are important for us to keep friendship. If you have a humorous friend, you will enjoy life happily and laugh together. T: That?s right. Who?d like to tell us something about the last one? S: I don?t agree with the statement pletely. Everyone should have one or two good friends, but we should also have a lot of acquaintances. The society has bee more and more plicated. Wherever we go, we cannot be separated from people around us, such as one or two good friends and many acquaintances. We live in the big family of the society. We have to get along with many different people in order to live. So we can?t say one is better than the other. They can?t be pared. T: OK, so much for the discussion. Step V Summary and homework T: Up to now we have discussed so much on friends and friendship. Everyone needs friends. We can live without a brother, but not without a friend. Friendship is very important in our life. We should treasure our friendship and keep our friendship. We should also learn how to deal with others, especially with our friends. We didn?t discuss what to do when something unpleasant happens between two good friends. After class please preview the two letters on Pages 2 and 3. Ss: Goodbye, Mr. /Ms ...! The Second Period Reading(I) Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語(yǔ)言 a. 重點(diǎn)詞匯和短語(yǔ) betray, absentminded, outgoing, academic, overlook, deliberately, tease, yell, mean, awkward, apologize, guilty, be determined to do, as a result, feel ashamed (of sth ), feel like doing, keep one?s word, can?t help doing b. 重點(diǎn)句子 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. I found a piece of paper on my desk that said ‘ Stupid Sarah got a D!? I was so upset that I felt like crying. I feel really guilty because I said some really cruel things too, but I can?t stand seeing our team lose. 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. 2. Ability goals 能力目標(biāo) Enable the students to learn how to get along with friends, especially when something unpleasant happens between two good friends. 3. Learning abil