【導(dǎo)讀】題，使學(xué)生對(duì)友誼有更深刻的認(rèn)識(shí)和理解，樹立正確的交友觀。話題，指導(dǎo)學(xué)生發(fā)表自己的看法和見解。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。讓學(xué)生就圖畫和諺語(yǔ)根據(jù)自己的社會(huì)知識(shí)和親身體會(huì)談如何與人相處及對(duì)。友誼的理解，并討論回答相關(guān)問(wèn)題，從而引出單元話題，激活學(xué)生的相關(guān)知識(shí)，為本單元的進(jìn)一步學(xué)習(xí)做熱身準(zhǔn)備。

　　

【正文】 , 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 ability goals 學(xué)能目標(biāo) Help the students learn how to understand emotion of the writer. Teaching important and difficult points 教學(xué)重難點(diǎn) Guide the students to find out ways to solve the problem when something unpleasant happens between two good friends and understand emotion of the writer. Analyze the structure of some sentences. Teaching methods 教學(xué)方法 Fast reading and careful reading。 discussing and summarizing. Teaching aids 教具準(zhǔn)備 A recorder, a puter and a projector. Teaching procedures and ways 教學(xué)過(guò)程與方式 Step I Revision and leadin T: Good morning / afternoon, boys and girls! Ss: Good morning / afternoon, Mr. / Ms ...! T: What did we learn yesterday? Ss: We talked about friends. Friends are very important to any person. We know how to make friends from our talk. S: We also talked about friendship. Friendship is one of the greatest pleasures that people can enjoy. We should treasure our friendship. S: We discussed how to get along with our good friends. From the discussion, we knew we should do what we can to help our friends. Respect, understanding, trust and honesty are very important while we are getting along with our friends. T: Very good. We try our best to keep friendship. But have you ever fallen out with a very good friend? S: Yes. I once quarreled with my best friend, Wang Fang. T: Why? How did you two deal with it? S: He promised that I would read his favourite book, but he didn?t keep his word. Later he explained to me the reason and apologized to me. I fave him. T: You are very good. Everyone has his own personality and it is not always that friends have the same thought at every thing. Sometimes good friends may quarrel or misunderstand each other. That is to say, something unpleasant between two good friends is likely to happen. Do you want to know what problems Sarah and Andrew have in their friendship? Ss: Yes. T: OK. Today let?s read two letters on Pages 2 and 3. Step II Reading Ask the students to read the two letters written to a magazine agony aunt on Pages 2 and 3 to know what Sarah?s and Andrew?s problems are. Fast reading Get the students to get the general idea of the two letters. 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