人教版高一上英语精品教案Unit 1 Good Friends(人教版高一英语上册教案教学设计)
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I. Teaching aims and demands学习目标和要求：
1.topic话题:
1>talk about friends and friendship
2>discuss problems occurring in a friendship and suggest solutions
3>write an e-mail to find an e-pal
2.function功能:
1>likes and dislikes
2>making apologies
3.vocabulary词汇:
honest; brave; loyal; wise; handsome; smart; argue; classical; fond; match; mirror; fry; gun; hammer; saw; rope; movie; cast; deserted; hunt; share; sorrow; feeling; airplane; lie(n.); speech; adventure; notebook; error; be fond of; hunt for; in order to; care about; such as; drop ab. a line
4.grammar语法:
Direct and Indirect Speech 直接引语和间接引语
1>statements
2>questions
5.language usage语言运用
运用所学语言，围绕结交朋友这一话题，完成教材和练习册中的听、说、写的任务；阅读课文 “Good friends” 并联系生活中的实际，书写一封电子邮件。
II. Difficult points 难点
III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法:
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the 限listening material.
3. Use both individual work and group or pair work to make every student work and think in class
Ⅴ. Periods: 7-8 periods.
Ⅵ. Teaching procedures 教学过程
Period 1
1. PRESENTATION & REVISION
We all have friends, and we also value others’ friendship. In this period, we’ll talk about what kind of person you are and what kind friends you like, and then listen to the tape about the solutions to the problems of some friends. Finally we’ll learn to talk about friendship.
2. WARMING-UP
Introduction The activity is designed to encourage students to think about friends and friendship and to ac¬tivate relevant vocabulary.
Instruction Ask the students to describe a good friend and give examples of situations where friends have helped them. You can use the activity as a brainstorm¬ing session done either in groups or with the whole class.
1. Ask the Ss the following questions to review some words they know to describe their friends:
1) Do you have good friends?
2) What do you think of them? / Why do you think he / she is your good friend?
3) What kind of people do you want them to be your friends?
4) Are there any other words we can use to describe a friend?
2. Review and learn some useful words:
Appearance: tall short thin fat strong slim beautiful pretty handsome (attractive, fair) smart (quick, bright)
Qualities: kind kind-hearted / warm-hearted polite helpful gentle noble honest trustworthy frank openhearted brave great full of courage / courageous loyal true faithful to a friend dependable wise clever bright learned
In the second part of the activity, students are asked to describe themselves and a friend. You can use these questions in at.1east two different ways. One alterna¬tive 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 stu¬dents guess who is being described. As with the first part, the objective is to elicit student language and get the students to think about friends and friend¬ship.
3. Ask the Ss to use the following sentences to describe themselves or their friends, first practise in pairs, then the whole class.
1) I think I am ______, ______ and _______.
I think I am ______ because I _____. So when you ______, you can _____.
2) I think he / she is _______, _______ and ________.
I think he / she is _______ because __________.
3. LISTENING
Introduction In this activity, the students will hear friends discuss common problems that may occur in a friendship. The students are asked to identify the prob¬lems and suggest solutions.
Instruction Tell the students that friends sometimes have problems and that it is important to know how to solve the problems. The students will hear three argu¬ments between friends and are asked to write down the problems and suggest possible solutions. It may be nec¬essary to divide the task into two parts; first the stu¬dents write down the problems as they listen to the tape, and then they discuss possible solutions. The students can also listen to one situation at a time and discuss so¬lutions with the whole class.
LISTENING TEXT:
Situation 1
A: Hi, Peter.
B: Hi, .Jim.
A: Peter, I’m hot happy about this. This is the third time you are late for football practice! You have to do something about this
B: Uh, I’m sorry, Jim. What's the big deal? So I’m a fewminutes late, what difference does it make?
A: What difference does it make? We have to wait for you. Look, everybody is here and ready to play. We don't like waiting for you. Please try to be on time in the future.
B: OK, I will try.
Situation 2
A: Hi, Ann. Have you seen my calculator?
B: Hi, Mary. Oh, I forgot to tell you. I needed a calcula¬tor yesterday and I borrowed yours. I hope you don't mind.
A: What? You borrowed my calculator without asking? How could you do that? You always do this, borrow¬ing things from me without asking. And then you don't return things on time either.
B: I'm sorry. I didn't know you were so upset about it.
Situation 3
A: Hi, John.
B: Hi, Adam. How s it going?
A: Pretty good. Look, I have something I need to tell you.
B: OK, what's up? A: Well, you know I borrowed your CD player yester¬day.
B: Yes?
A: Well, um, I think it's broken.
B: What? Broken! What happened?
A: I didn't do anything. I was just listening to some music when suddenly it stopped. I can't make it play again.
B: Hm, that's strange. I’ve never had any problems with it before. Are you sure you didn't do anything to it?
A: Yeah, I just listened to it. But don't worry. I'll ask my uncle to fix it when he comes back.
Suggested Answers:
1 Peter is often late for football practice. I think that he should try to be on time in the future.
2 Ann usually borrows things without asking and she doesn't return things on time. She should ask the owner if she wants to borrow something and try to return it on time in the future.
3 Adam borrowed John's CD player yesterday and now it is broken. Adam can ask his uncle to fix it.
Extension You can ask the students to think of other situations / problems involving friends and role-play or discuss the issues. You may also ask the students to list or discuss what methods are most effective when you want to solve problems in a friendship.
4. SPEAKING
Introduction The students will use the information about the people on SB page 2 to talk about likes and dislikes and to practice giving reasons for their opinions.
Instruction Tell the students to work in pairs. Ask the students to complete the chart on SB page 3 and then use the answers to talk about who could be friends and what they like or dislike. Ask each pair to decide who could be friends and give reasons for their decisions. When they have made their decision, ask them to compare and debate their ideas with other pairs. Encourage different answers, including strange ones.
Extension You can ask the students to make a list of famous people or people they know. The students then use the list to identify likes and dislikes and character¬istics and try to determine who could be friends.
Sample dialogue:
A: I'm sure John and Steve could be friends, because they both like reading.
B: I'm not so sure about that, because John said that he .likes reading, but he also said that he likes football. Steve said that he thinks football is boring.
A: Perhaps John and Sarah could be friends, because they both like reading and playing football. Sarah said that she doesn't like computers. John doesn't like computers either.
B: I think that ...
5. SUMMARY & HOMEWORK
1. Preview the reading text
2. Learn the new words and expressions by heart.
3. Get ready to be examined in the speaking activities.

Period 2
1. PRESENTATION & REVISION
1. Ask the Ss to tell what they learned in the last period and their opinions about what a good friend should be.
2. Ask the Ss to tell if there was anything unhappy that once happened between them and their friends and how they solved it.
3 Check up some pairs to act out their opinions about “SPEAKING” Today, we’ll read an interesting story about a pair of strange friends. Can you tell me what can be your good friend besides a person?
2. PRE-READING
Introduction The activity is designed to get the stu¬dents to think about what it would be like to be alone on a deserted island. The activity is not directly linked to a reading strategy or a structure in the reading, but is in¬tended to be used as a preliminary activity related to the previous parts of the unit. The pre-reading exercise also gives the students an opportunity to practise giving opin¬ions and making decisions.
Instruction Explain the situation to the students and give them time to think about what they would bring. The activity should generate different choices and opin¬ions, thus making it a good opportunity for discussion. Tell the students to work in groups. Ask them to de¬scribe the usefulness of each item in the box and then decide on the three most useful ones. Make sure that each group member gets an opportunity to speak. En¬courage the students to use the structures I think... be¬cause ... / I could use it to ... / it could be used to ... /... would be more important than... because...
Ask one student from each group to write their answers on the blackboard. Compare answers from different groups and have a short discussion.
For example:
1 I think a knife would be the most useful item, be¬cause I could use it to kill animals and cut the meat. It could also be used to cut wood.
2 I also think a box of matches would be useful be¬cause I could use the matches to make fire. If I had a fire, I could cook food, stay warm and keep wild ani¬mals away. More importantly, if someone saw the fire, they would come and save me.
3 I think a book would be more useful than a radio, because you don't need batteries to read. And when I read, I would learn about life and the world and for¬get my loneliness.
Extension 1 Ask the students to think about how the things could help them in other situations, for example, if they were lost in a desert or a forest.
Extension 2 Let the students talk about how they would feel in an extreme situation. How would they feel if they were alone on a deserted island? (angry, desperate, lonely, hungry, worried, hopeful, happy, afraid, etc.) What would they do to try to overcome these feelings?
Extension 3 Ask the students if they have read books or seen movies about island life, for example, Robinson Crusoe, Cast Away, Six days and Seven Nights, etc. How did the main characters survive? How were they res¬cued?
Extension 4 After the discussion, you can ask the students to consider the similarities and differences be¬tween spiritual and material and spiritual needs, i.e. the things we need and the social interaction we need.
3. READING
CHUCK'S FRIEND
Introduction The film Cast Away, starring Tom Hanks, depicts a man's struggle with solitude and his journey towards self-knowledge. The film shows us how Chuck, a busy manager who never has" enough time," ends up on an island with nothing but time. He manages to survive on the island and he realizes the importance of friends and friendship. The text, summarized below, describes his experience and the lessons he learns from his unusual friend, a volley¬ball he calls Wilson.
Ask the Ss to read the passage and find the answers to the questions:
1) What is the movie about?
2) Who is Chuck?
3) What happens to Chuck one day when he is flying across the Pacific Ocean?
4) How many years has he spent on the deserted island?
5) What becomes his best friend there? Why?
Summary
1 Chuck Noland, a successful businessman, lands on a deserted island after a plane crash.
2 Chuck has to learn basic survival skills on the is¬ land. In order to cope with his loneliness, Chuck de¬velops a friendship with a volleyball he calls Wilson.
3 Five years' life on the island teaches Chuck the im¬portance of having friends and being a good friend. Wilson may just be a volleyball, but their friendship is real and in some ways better than Chuck's friend¬ships in the past.
4 Human friends and unusual friends are important in our life. Friends and friendship help us understand who we are and how we should behave.
Instruction
1 Tell the students to read the text silently. Encourage the students to read without using a dictionary. If the students can't guess the meaning of a word or phrase in the text, tell them to mark the word or phrase.
2 Ask them to look at the picture and ask one student to point to the picture and retell the main idea of the text.
3 Ask the students to list words or phrases that they don't know. Explain important ones if necessary, but try offering more context of certain words until the students can guess the meaning. Don't spend too much time going through the new words.
4 Ask the students to answer questions about the story. e.g. How can a volleyball become Chuck's friend? What does Chuck learn about himself when he is alone on the island?
5 Have a short discussion about one or more ideas in the text:
1) What can we do to be good friends even if we are very busy?
2) Does a successful man or woman need friends?
3 ) The text talks about giving and taking. How do friends give and take?
4) What do friends teach us?
5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?
Student-centered vocabulary learning:
It is very important for students to make their own choices and decisions about what they learn. You can help your students by letting them practise making such choices and decisions.
I Give the students a few minutes to make a list of words and expressions from the text that they want to learn. The list should not be too long.
2 Ask the students to show their list to a partner and explain why they chose these words or expressions.
There are many ways to help the students deal with new words. Begin by letting the students try on their own. If the students can discover the meaning of new words themselves - either by using clues, pair work, or group discussion - they are more likely to develop a better understanding of the word. More importantly, the pro¬cess will help them develop strategies and skills that they can use when they encounter new words. The teacher is responsible for providing guidance and assis¬tance. Give the students time, help as little as possible and in a gradual way. Try to model and encourage posi¬tive behaviour - the best way to help is to provide clues and examples. If you" explain" the w<;>rd or simply translate it, you are not giving the students an opportu¬nity to learn.
1 Encourage the students to try different ways to fix the words in their minds.
2 Some words may have different meanings. You can help the students decide which meaning fits the con¬text.
4. POST-READING
1. Ask the Ss to find the answers to the first three questions in Post-reading part.
2. Ask the Ss to discuss the fourth one in groups of four, and then report to the whole class.
Suggested answers to the questions:
1 He has to learn how to collect water, hunt for food, and make fire. More importantly, he has to learn to live without friends.
2 He has learnt a lot about himself when he is alone on the island. For example, he has come to realize that friendship is important in his life, that he hasn't been a good friend, and that he should care more about his friends. (The students may also use present tense, e.g. He learns a lot about him¬self. He realizes that...)
3 Open for discussion. The students can list basic sur¬vival skills.
4 Let the students discuss the question in groups. The question can be discussed in the form of a role-play where each student represents one of the four people and has to persuade the others that he or she should be given the parachute.
5. SUMMARY & HOMEWORK
1. Listen to and read the text again and again.
2. Find out the difficult sentences and go over the notes to this text.
3. Look up the word learn in the dictionary and try to find out different meanings of it.
Period 3
1. PRESENTATION & REVISION
Ask the Ss to think over and answer the question:
1) How can a volleyball become Chuck’s friend?
2) The text talks about giving and taking. How do you and your friends give and take?
3) Does a successful man or woman need friends? Why or why not?
4) What do friends teach us?
5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?
2. LANGUAGE POINTS IN THE READING TEXT
(Omitted)
3. LANGUAGE STUDY
Go over this part by asking some Ss to read the ten Word study sentences one by one to check the answers.
Answers to the exercises:
1 honest 2 classical 3 sorrow/unhappiness 4 argue/quarrel/disagree 5 loyal/good/true
6 hunt for 7 fond of/interested in 8 brave/fearless 9 in order tot so as to 10 smart
4. GRAMMAR
Brief explanation of "Direct Speech and Indirect Speech" (1): Statements & Questions
* You use Direct Speech when you want to show the exact words someone said or wrote. Use quotation marks to show that you are reporting the exact words a person used and a reporting clause to include in¬formation about the speaker and the situation.
e.g. “1 had a great time at the picnic,” she told her mum (direct speech) (reporting clause)
* The reporting clause may come before, within, or after the direct speech. When the reporting clause comes after the direct speech, the order of the sub¬ject and the verb may be changed, e.g. Jane said/said Jane. This typically happens when the reporting clause is within the reported speech and the subject is not a pronoun.
e.g. Jane said, "I’ve got a new e-pal. He is from Germany. "
"I’ve got a new e-pal," Jane said / said Jane /she said, "He is from Germany. "
I’ve got a new e-pal. He is from Germany, "Jane said / said Jane / she said.
* Use a comma to connect the direct speech and the reporting clause.
* When you change a sentence from Direct Speech to Indirect Speech, you sometimes need to change the verb tense. You may also need to change pronouns in order to keep the same meaning.
DIRECT SPEECH INDIRECT SPEECH
present past
past past or past perfect
present perfect past perfect
past perfect past perfect
e.g. "I’ll take care of you," Chuck said. ¬→ Chuck said he would take care of him.
"Did you get e-mails from your friends?" she asked.
¬→ She asked if I had got e-mails from my friends.
"Have you got any e-mails from your parents? " she asked.
→ She asked if I had got any e-mails from my parents.
* When you use Indirect Speech to report what some¬ one said, you can sometimes change the exact words without changing what the speaker actually said.
e.g. Wilson asked, "How long have we been in this place?"
→ Wilson asked how long you had been here.
1. Ask the Ss to discuss the difference between Direct Speech and Indirect Speech in pairs.
2. Summary:
In Statements 1 “I like reading adventure stories,” said John.
John said (that) he liked reading adventure stories.
2 “I don’t like computers,” Sarah said to her friends.
Sarah told her friends (that) she didn’t like computers.
In General Questions: 1 “Ann, have you see my blue notebook?” Peter asked.
Peter asked Ann if she had seen his blue notebook.
In Special Questions: 1 “How can you do that?” Mary asked Ann.
Mary asked Ann how she could do that.
2 “What difference does it make?” Peter asked Jim.
Peter asked Jim what difference it made.
3. Go over Part 1 on Page 5.
4. Go over Part 2 on Page 6.
Answers to Grammar Exercise 1:
1 The visitor said that he was very glad to visit our factory.
2 "I don't like American movies very much," the woman said to / told us.
3 Uncle Wang said that there was something wrong with the front wheel.
4 The teacher said to the students, "We are going to have a meeting at three o'clock."
5 The students asked when they should go outing that autumn.
6 "I'll try to finish reading the book by the end of this week, " she said.
7 The daughter told her father that mum had gone to the supermarket.
8 "Are you going to mail the gifts to your parents?" Sarah's friend asked her.
9 Tom asked Bob why he had been so excited that day.
10 "How can I solve the problem?" Sandra asked her friend.
Instruction to Grammar Exercise 2:
In this exercise, the students have to imagine that they' are helping Chuck "hear" what Wilson "says." The students use Chuck's answers to guess what Wilson is asking and then write down the question as reported speech. Let the students look at the example and point out that they don't need to change the verb tense. When they have completed the written part of the exercise, they can use the questions and answers to talk to each other.
Answers to Grammar Exercise 3:
Chuck: I know, I know. You are angry with me. You think we should wait longer, but we have waited long enough already.
Wilson: Why do you want to leave this island?
You: Chuck. Wilson asks why you want to leave this island.
Chuck: I want to leave the island because I miss my friends.
Wilson: Am I not your 'friend?
You: Chuck. Wilson asks whether or not he is your friend.
Chuck: Yes, you are my friend, but I miss the others.
Wilson: How long have we been here?
You: Chuck, Wilson asks how long you have been here.
Chuck: We have been here for almost five years.
Wilson: How will we leave?
You: Chuck. Wilson asks how you will leave.
Chuck: How will we leave? We will wait for the wind to change. Then we will go out over the reef.
Wilson: That might be dangerous. ,
You: Chuck. Wilson says that might be dangerous.
Chuck: Yes, it might be dangerous, but we have to try. We can't stay here any longer.
Wilson: Will you take care of me?
You: Chuck. Wilson asks if you will take care of him.
Chuck: Of course I will take care of you.
Wilson: I'm scared. Chuck.
You: Chuck. Wilson says he is scared.
Chuck: I'm scared, too.
5. SUMMARY & HOMEWORK
1. Review the reading material.
2. Finish all the exercises about the Grammar in this unit. And go over Parts 1 and on Pages 177~180.
3. Ask the Ss to think about in what ways we can make friends with others.
Period 4
1. PRESENTATION & REVISION
1. Ask some of the Ss to read the text paragraph by paragraph and paragraph. And at the same time ask them to point out the sentences they don’t understand.
2. Ask the Ss to find out the following phrases in the Paraphrasing text on a deserted island, hunt for food, make a fire, be alone on the island, become / be fond of …, treat sb as…, share happiness and sorrow, make friends with …
3. Ask the Ss to make sentences with hunt for, be fond of, treat ab as …
4. Ask the Ss to put the follow sentences into Chinese.
1) Chuck is a businessman who is always so busy that he has little time for his friends.
2) One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.
3) Perhaps the most difficult challenge is how to survive without friends.
4) In order to survive, Chuck develops a friendship with an unusual friend —volleyball he calls Wilson.
5) … it is important to have someone to care about.
6) He also learns that he should have cared more about his friends.
7) … we must give as much as we take.
8) The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.
2. GRAMMAR EXERCISES
Ask the Ss some questions and let some Ss report Revision these questions:
1) Do you want to study English? Why?
2) Why do you think English is very important?
3) What do you think a good friend should be?
4) Do you have any good friends?
5) How can we make friends with others?
6) Would you like to say something about one of your friends?
7) What do you often do together with your friends?
8) What do you think are good ways to make friends with a stranger?
9) Do you know how to make a pen friend or a pen pal?
10) Can we use the Internet to make friends? How to use it to make friends?
3. INTEGRATING SKILLS
Ask the students to read the e-mail ads in Unit 1 and choose one to reply to. Before the students start writing, they should think about what they want to write.
Extension Use real e-pal ads from the Internet and let the students find a real e-pal from another country. If your students do not have easy access to the Internet, you can simply copy more e-pal ads and bring them to class.
1. Read the short passage on Page 6 and tell the main idea of it.
Questions: 1) What is a pen friend or pen pal?
2) What is an e-pal or key pal?
3) What is the advantage of e-mail?
2. Read the two e-pal ads and tell what kinds of people do you think they are. Jane: funny, humour, frank, openhearted, friendly
Jack: friendly, funny, humour, openhearted, honest
3. Go over the tips and then write an e-mail message. And then check each other’s message with the partner.
Sample E-mail:
Hi Jane,
My name is Xiao Fei and I come from Hunan. Hunan is in the south of China. I am a middle school student and I like speaking English. I read your e-pal ad and I would like to be your e-pal. You wrote that you like rock music. Can you tell me what bands you like? Have you ever heard any Chinese rock bands? You also wrote that you like talking and joking around. I do too! I think you and I can be good friends. Please send me an e-mail as soon as possible.
Xiao Fei
Assessment Criteria:
An e-mail is less formal than a letter and more formal than speaking. A good response to the e-pal ads should include information about who you are and where you are from. Try to encourage the students to use indirect speech to refer to the e-pal ad.
CHECHPOINT
Answers:
He told me that he had broken my CD player. He asked if I was sure that I hadn't done an .n to it. Mother told me that a friend in need is a friend indeed.
4. LANGUAGE POINTS IN THE READING TEXT
(Omitted)
5. SUMMARY & HOMEWORK
1. Write a clear and beautiful short passage in the Exercise-book.
2. Preview WORKBOOK.

Period 5
1. PRESENTATION & REVISION
Ask some students to come to the blackboard to have a dictation of new words.
2. LISTENING
Introduction The students will hear about problems friends may have and what can be done to solve such problems. The students are asked to write down the so¬lutions mentioned on the tape and to think of other so¬lutions.
Instruction Ask the students to listen to the tape and write down the solutions suggested by the speaker. You can help the students prepare by first asking them to think about problems they may have had with their friends. The solutions mentioned on the tape are simple and general. Encourage the students to think of better, more specific solutions. What would they do if they had a quarrel with a friend? How do they talk to their friends about difficult things? How do they keep secrets from becoming rumours?
LISTENING TEXT:
Everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve prob¬lems in a friendship can make you a better friend and a happier person. A common problem between friends is that they don't know how to talk to each other about difficult things. When they do talk, they often get mad with each other. What can they do? Well, it takes time to learn how to communicate well, and it is important to understand why a friend gets angry with you when you say something. If you know what it is that makes your friend angry, then you can try to talk about the problem in a different way.
Another problem that many friends have to deal with is what to do after one of them gets angry or upset. If friends get angry with each other and say something bad be¬cause they are angry, they often find it difficult to apolo¬gize after the quarrel. The best way to apologize after a quarrel is simply to start by telling each other that you are sorry and then go from there. A simple apology is often enough and is a good starting point. What about friends who can't keep a secret? Sometimes it seems impossible to keep a secret from becoming a rumour that everyone knows. Shouldn't a good friend be able to keep a secret? Perhaps, but it is not always that easy to keep a secret, and telling a secret to someone will often put them in a difficult situation - they may have to lie to other friends to keep the secret. The best way to make sure that a secret>doesn't become a rumour is simply to keep it to yourself - don't tell anyone.
Answers to Exercise 1:
1 Problem: Friends get angry with each other when they try to talk about something difficult.
Solution: Try to understand your friend / Try to talk about the problem in a different way.
2 Problem: Friends don't know how to apologize.
Solution: Start by telling each other that you are sorry and take it from there. A simple apology is often enough.
3 Problem: Some friends don't know how to keep se¬crets.
Solution: Keep your secrets to yourself.
3. TALKING
Introduction The students are given role cards based on three situations where friends are having problems. They are asked to act out the situations with the "useful expressions" . They are also asked to think of a third situation, prepare role cards for it, and act it out.
Instruction Let the students role-play in pairs. Re¬mind them that they should not write down a dialogue and then simply read the dialogue. Instead, they should try to act out the situation without rehearsing it. If they find it difficult to get started, you can let them prepare by practising part of a situation. You can also help by modelling part of a situation.
1. Ask the Ss to go over Part 1 in Talking on Page 85. Talking first in pairs, then in class.
2. Let the Ss say what patterns we can use to make apologies.
You said that you would …. Why did / didn’t you …?
You promised to … Why didn’t you …? Please forgive me.
I’m very sorry. …It won’t happen again. I’m sorry I forgot.
3. Go over Part 2 on Page 86, first in pairs and then with the whole class.
4. Go over Part 3. First ask the Ss to complete the role cards in pairs. Then check some cards in class. And then ask the Ss to work in pairs to act out.
Sample Dialogue:
A: Um, I'm sorry, but I have to ask if you could pay back the money you borrowed from me last week? I really need it.
B: Oh, I forgot. Now I remember that I borrowed 10 yuan from- you last week. I'm very sorry, I can't pay back the money until next week.
A: What? You promised to pay me back this week./You said that you would pay me back this week. Why did you say that?
B: Please forgive me. I thought that I would get some money from my parents today, but I forgot to ask them.
A: Well, what am I going to do?
B: I'm really sorry, but I'll bring it tomorrow morning.
Extension Friends often help each other. Ask the stu¬dents to work in pairs and list examples of situations where friends can help each other. The students can then write role cards for the situations and act them out in pairs.
4. SUMMARY & HOMEWORK
1. Written work: Part 3 on Page 87.
2. Reading: Many-flavoured friends on Pages 88—89, and answer the questions.
Period 6
1. PRESENTATION & REVISION
1. Ask some pairs to act out the talking activities.
2. PRACTISING
Vocabulary
Go over Part 1 in Vocabulary on Page 87. First go over all the words and ask some students to tell what these words mean and when we’ll use these words. Then listen to the tape and finish this exercise.
Exercise 1: LISTENING TEXT:
1 "The books are too heavy! I think it's going to break."
2 "Oh no! I forget where I put it! I have written down all the important phone numbers in it."
3 "You have bought it at last. We can have fried fish for dinner. Mmm ... I can't wait to put this fish in it. "
4 "Hands up! Don't move or I'll shoot. Give me all your money.
5 "Ooooh! I look very nice in this new dress!!!"
6 A: I think we're lost. What should we do now?
B: Don't worry. I have it here and I know how to use it.
7 "Ouch! I hit myself with it."
8 A: Hurry up! It's so dark here. I can't see anything.
B: Sorry, I can't use it to make a fire. It's all wet.
9 "It is shaking badly. Am I going to die? Help! ... Oh, thank God!"
10 "I feel sad when it comes to the part in which the two friends become enemies."
Answers
1 rope 2 notebook 3 pan 4 gun 5 mirror
6 compass 7 hammer 8 match 9 airplane 1 0 movie
Exercise 2
Suggested sample sentences
1) My friend Alan is brave. He once saved the life of a little girl who had fallen into a lake. .
2) My friend Bob is loyal. He wouldn't talk to Charles whom I don't like at all.
3) My friend David is wise. He always gives me the best advice.
4) My friend George is a handsome boy, but he doesn't like to study and always dreams of becoming a model.
5) My friend Harry is a smart student. He always asks good questions in class.
Answers to Exercise 3
Translation
Dear Aunt,
Hi! I have made many friends at my school. We are getting along very well. But one day one of my friends lost 100 yuan. He thought I had taken his money and he told others about it. They are not as friendly to me as they were before. I'm very unhappy.
I need your help. Can you give me some advice?
Yours / your nephew,
Gao Fei
Sample letter:
Dear Xiao F ei,
I am sorry to hear about your problem and thank you for your trust. Both your uncle and I are fond of you, because you are a nice and honest boy.
It is always easier to make friends than to keep them. You are feeling bad about losing their friendship, and they may feel the same way. In my opinion, you should go to talk to your friends and honestly tell them that you didn't do it. You may also need to work to¬gether with your friends in order to find out who took the money.
I hope my advice is helpful and I wish you good luck.
Yours truly,
Aunt Betty
Grammar
Answers to Exercise 1:
1 Mary told Yang Mei that she was doing a biology experiment then.
2 Mary told Yang Mei that she was not free that day.
3 Mary told Yang Mei that she must / had to finish her paper that week.
4 Mary told Yang Mei that she would have to stay in the lab until the next day. .
5 Mary told Yang Mei that she was going to write a report the next week.
6 Mary told Yang Mei that she had watched a very interesting TV programme the day before.
7 Mary told Yang Mei that She must / had to wait there that afternoon.
8 Mary asked Yang Mei if she would go to the lecture that afternoon.
9 Mary told Yang Mei that she had visited her teacher the day before.
10 Mary asked Yang Mei who was going to study abroad the next year.
Answers to Exercise 2:
Sept 1, Monday
It's my first day in senior high school. Mother told me to get up early. Father asked me to tie my hair up. I told myself not to worry too much.
When I arrived at school, I ran into my friend Joanna. She said I looked great. (1)1 asked her where she had spent her holiday. (2)She said that she had gone to Shanghai and it had been wonderful. (3)She also asked me if I had enjoyed my holiday.
We went to the classroom for our first lesson. (4)Mr. Yu asked us if we had had a pleasant holiday. (5)Then he said that he wanted to get to know us. and he asked us to write a short description of ourselves. I wrote it in English. When Mr. Yu read it, (6)he said it was well ¬written.
After school I went back home. I told my parents about my first day in school. (7)They told me that they were proud of me.
1 "Where did you spend your holiday?" I asked /said to her.
2 "I went to Shanghai and it was wonderful," she said.
3 "Did you enjoy your holiday?" she asked.
4 "Did you have a pleasant holiday?" Mr. Yu asked us.
5 "I want to get to know you. Could you please write down a short description of yourselves?" he asked.
6 "It's well written," he said.
7 "We are proud of you," they said to me.
Answers to Exercise 3:
1 Change Direct Speech into Indirect Speech and In¬direct Speech into Direct Speech.
1 Hu Ming, the manager says that they run that res¬taurant to make friends.
2 "We are unhappy about this," the students' par¬ents said.
3 Hu Ming says, "A teacher has already told me that I should spend more time on study."
4 "Running a business takes a lot of time," all the managers say.
5 Liu Tao says that they don't have the money to hire enough waiters or waitresses, so they do most of the work themselves.
6 Another boy tells me that sometimes they have to skip classes to keep an eye on the restaurant.
7 "We are doing OK," Liu Tao says.
2 Try to write a news story in about 100 words.
Pal Restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. It is different from other restaurants because its owners are a group of college students. "We run this restaurant to make friends," says the manager, Hu Ming.
But the students' parents say that they are un¬happy about this. "We can't stop them but we want them to put study in the first place." Teachers do not support them, either. Hu Ming says that a teacher has already told him that he should spend more time on study.
All the managers say that running a business takes a lot of time. "We don't have the money to hire enough waiters or waitresses, so we do most of the work ourselves," says Liu Tao. "Sometimes we have to skip classes to keep an eye on the restaurant," says another boy.
But Liu Tao says they are doing OK.
3 Answers may vary. Possible titles / headlines include "Study First or Business First?" "Students Running Restaurant”
3. INTEGRATING SKILLS
Reading
Instruction The reading describes different kinds of friends. Let the students read the first paragraph and answer questions 1-3, then ask them to think of words that can be used to describe the different kinds of friends. You can also tell the students to choose words from the 5-star friend activity in the student's book.
Extension What does it take to make a friendship work? The students can work in groups and select one kind of friendship described in the reading and think about the advantages and disadvantages of such a friend¬ship. What problems might arise? How could they be solved? (The students can refer to the listening activ¬ity).
Suggested answers:
1 C
2 A fair-weather friend will only like you when you are happy and popular; a forever friend is a true friend and will help you when you are in trouble.
3 List the characteristics of each kind of friend:
A fair-weather friend only likes you when you are happy and popular, doesn't help you when you have problems. (students can add more)
A school friend studies and plays together with you, sees you in school. (students can add more)
A forever friend knows everything about you, always listens to you. (students can add more)
4 Sarah helped Janet overcome her shyness and deal with her classmates. Janet helped Sarah study math.
5 Various answers are possible.
6 You can make friends with people from other coun¬tries by reading e-pal / pen pal ads in newspapers or on the Internet.
7 One of the advantages of having friends in other coun¬tries is that you can learn more about the world. You can also learn more about other languages and cul¬tures. There are a few disadvantages, including the fact that it can be difficult to be friends if you live far away from each other.
8 Answers may vary. One possible interpretation is that all the people around us could be our friends; friend¬ship is a two-way relationship and it takes work and patience to develop a good friendship.
4. WRITING
Ask the students to read the e-mail and find out what the girl wants to know more about. Tell the students to think about what they want to tell the girl. As a pre-writing activity, the students can list the things they want to include in the e-mail. When the students have written the e-mail, you can compare what they have written.
Assessing
A learner log is a set of questions that will help the students to reflect on how and what they have learnt. The students are asked to rate their" comfort level" and summarize what they have learnt. You can use this as an activity in class or let the students complete the log at home. Throughout the book we offer different assessment tools and we recommend that you try as many of them as possible. Learner logs and other simi¬lar assessment tools are simple to use and have a posi¬tive effect on the students' learning and learning hab¬its over time. The students may find it difficult to answer the questions at first, but if you use the log consistently it will help the students pay more atten¬tion to their learning strategies and set better goals. Once the students are used to the format and expec¬tations, you can use the learner log and other assess¬ment activities in combination with discussion and goal-setting activities.
5. SUMMARY & HOMEWORK
1. Finish Word Study on Pages 4~5.
2. Go over the Grammar part on Page 5. Try to find out the difference between Direct Speech and Indirect Speech in statements and questions.
Period 7
1. PRESENTATION & REVISION
2. GOING OVER SUPPLIMENTARY EXERCISES
3. SUMMARY & HOMEWORK
Period 8
1. PRESENTATION & REVISION
2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2
3. SUMMARY & HOMEWORK

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