Period 1
Step 1 1. Ask the Ss the following questions to review some
Warming up words they know to describe their friends--Brainstorming:
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
3. Ask the Ss to use the following sentences to describe themselves or their friends, first write them down and discuss in groups, finally 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 __________.
4. (If time permits, do it in class. Or after class) Go over Part 2 on Page 87. Ask the Ss to make sentences as the example. Ask Ss to pay attention to the English meaning of the new words and the way to use in the sentences. First write them down and then discuss in groups, finally the whole class.
Possible answers:
Brave: My friend Lily is brave. She is courageous. She is full of courage when she has difficulties or is in trouble. She once saved the life of a little boy who had fallen into a river.
Loyal: My friend Li Lei is very loyal. He is always faithful to his friend me. He wouldn’t talk to David whom I don’t like at all.
Wise: My friend Lucy is very wise. She is a learned one in our class. She always gives us the best advice.
Handsome: My friends Jim is a handsome boy. He is very proud because he thinks he is good-looking.
Smart: My friend Harry is a smart guy. He often asks good questions in class. We all think he think quickly. He is intelligent.
(After finishing it, Ss should get the English meaning of them by working in team or group)
5. Language points:
1).What is he like? He is very handsome.
What does she look like? She looks tired.
What does Lucy like? She likes apples.
What’s that kind of radio like? It’s very nice and fine.
What’s sb like?表現(xiàn)內(nèi)在品質(zhì)或外在特點(diǎn)。
What does sb look like?側(cè)重外表。
2).What quality should a good friend have?
①. 品質(zhì)、品性，可數(shù)名詞
He has all the qualities of a successful businessman.
Kindness is his best quality.
②. 質(zhì)量、質(zhì)，可數(shù)或不可數(shù)名詞
Quality is more important than quantity.
注：quantity 量，分量，不可數(shù)名詞。
如：a large/great quantity of 大量的，后接不可數(shù)名詞或復(fù)數(shù)
Teaching methods; Task (differences) ---Team work (make sentences)---Conclusion-3) & 4)
3). Bright, smart, clever, wise(聰明四兄弟)
①. bright著重于“心思靈敏，反應(yīng)快”。多指年輕人或小孩，常用于口語。
He is the brightest boy in class.
②. clever著重于“思維敏捷的，靈巧的，理解快的”，強(qiáng)調(diào)理解、接受能力強(qiáng)。
He is rather clever in saying that.
She is clever at maths.
③. Smart與clever同義,但更強(qiáng)調(diào)“精明的，機(jī)靈的，調(diào)皮的”。用于不太莊重的通俗用語。
You are a smart boy. But do what I say and don’t be too smart.
④. Wise意為“聰明的，明智的，英明的”。 強(qiáng)調(diào)經(jīng)驗(yàn)、學(xué)識(shí)豐富、判斷力強(qiáng)，有遠(yuǎn)見、有智慧，有謀略。
He is always wise enough to deal with difficult problems.
4). A 5-star friend
①. a ten-speed bicycle a million-pound note
an 800-word article a ten-year plan
②. peace-loving people grass-eating animals
③. a water-covered globe a stated-owned farm
④. an ordinary-looking girl an easy-going teacher
⑤. a warm-hearted woman a narrow-minded person
⑥. a full-time job a new –type computer
數(shù)詞+名詞、名詞+現(xiàn)在分詞、+名詞+過去分詞、形容詞+現(xiàn)在分詞、形容詞+名詞ed、形容詞+名詞
Step 2 1. Listen to the tape and finish the three situations one
Listening by one. Then ask the Ss to check the answers with
their partners.
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.
2. Go over Part 1 in Listening on Page 85.
Answer: 1). Try to understand your friend/try to talk about the problems in different ways.
2). Start by telling each other that you are sorry and take it from there. A simple apology is often enough.
3). Keep your secrets to yourself.
3. Go over Part 2 in Listening on Page 87
Answer: rope notebook pan gun mirror compass hammer match airplane movie
4. language points:
What are they arguing about?
1). argue with sb about/over/on sth 為某事同某人爭(zhēng)論
He wanted to argue with the driver about the accident.
2). argue for/against 贊成/反對(duì)
He argued for the 5-day work. She argues against me about it.
3). argue +that clause（從句）。通常不接不定式或when, what, whether引導(dǎo)的從句
He argued that he shouldn’t go.
Step 3 Written work:
①. Part 2 on Page 87 in the exercise book.
②. Describe one more friend and give the reasons
③. Try to use the language points correctly
Homework Reading:
①.Go over Speaking Part on Page 2 and finish the table on Page
3.
②. Prepare the talking part on page 85 & 86. Try to think how to make apologies to your good friends.
Period 2
Step1 1. Ask the Ss to tell what they learned in the last period
Revision and their opinions about what a good friend should be.
Step 2 1. The whole class read the materials on page 2 and finish the table on Page 3
Speaking 2. Work in pairs. Ask each pair to decide who could be friends and give the reasons for their decisions.
3. Task: Each one uses the structures and useful expressions to write down some sentences to introduce himself/herself. Discuss it in groups. Then one of each group reads his/her piece to the whole class. The Ss who want to be his/her friend will stand up and give the reasons for the decision.
4. Language points:
1). I also like reading, especially stories about people from other countries.
especially =particularly
①. 特別，格外
People, especially youngsters don’t seem so polite these days.
②. 專門
This crown was made especially for the king.
③. especially 與specially
especially 意思是“特別地，不尋常地”，強(qiáng)調(diào)程度，常用在進(jìn)一步補(bǔ)充說明前面所述的事的時(shí)候，前面一般用逗號(hào)隔開，一般用來修飾形容詞、介詞短語或狀語從句。Specially意思是“特意地，專門地”，強(qiáng)調(diào)目的，一般用在表示目的的不定式或介詞前面。
She likes the country, especially in spring.
Though the weather was especially cold and windy, I came here specially to see you.
1). I don’t enjoying singing, nor do I like computers. (nor do I like computers.是一個(gè)倒裝句。)
①. “nor/neither +be/助動(dòng)詞/情態(tài)動(dòng)詞+另一主語”表否定的倒裝�！眘o+be/助動(dòng)詞/情態(tài)動(dòng)詞+另一主語”表肯定的倒裝。
I have never been there, nor has he.
He can ride a bike, so can I.
②. 思考下句請(qǐng)舉出類似結(jié)構(gòu)。
He doesn’t like swimming, nor does he like playing games.
③ 前一句中說了兩件事，出現(xiàn)了兩個(gè)不同的謂語，表示“…也（不）”可用“It is the same with…/So it is with….”。
A fish needs water and without water it will die. So it is with a man.
It was so hard that I couldn’t work it out. So it was with Lucy.
2). I hate hiking and I’m not into classical music.
①. hate 意為：dislike. hate doing /to do sth
He hates playing games, but today he doesn’t hate to play.
其接動(dòng)名詞時(shí)，側(cè)重于一種籠統(tǒng)的概念、經(jīng)常性的事情或一般傾向，而接不定式時(shí)，則側(cè)重于表示一時(shí)性或特定的具體行為。
②. be into=be interested in; long for; like very much. 對(duì)…感興趣；渴望；非常喜歡
She is into watching TV. She is interested in watching TV.
3). I’m fond of singing.
①. be fond of 表示習(xí)慣性的“喜歡”、“愛好”，通常不與具體的時(shí)間狀語連用也不用于不定式，其后接名詞、代詞或動(dòng)名詞。
Most children are fond of toys. I am fond of playing football.
②. Be fond of 中的be可換成其它系動(dòng)詞。如：get; become
My little sister has got fond of drawing.
4). I’m sure ….
①. be sure of/about 對(duì)…確信，深信….
②. Be sure +clause 加從句，能確定…., 知道….
③. Be sure to do sth
④. Be not sure if/wether +clause 弄不準(zhǔn)是否….
⑤. Make sure that +clause 確保，安排妥當(dāng)。
2. Ask the Ss to tell if there was anything unhappy that once happened between them and their friends and how did they solved it.
Step 3 1. Ask the Ss to go over Part 1 in Talking on Page 85, Talking
Apologies 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 (Don’t write down the dialogues)
Example : Teachers’ book on P18.
Step 4 Written work:
①. Part 3 on Page 87.
②. Get ready to make a standard of making friends in groups
③.Try to use the language points correctly
Homework Reading:
①. Prepare the reading part before class.
Period 3
Step 1 1. Suppose you are alone on a deserted (empty, no one
Pre-reading lives there) island. How do you feel? (Angry, desperate, lonely, hngry, worried, hopeful/hopeless, happy, afraid) You have to survive (remain alive, try not to die) without friends and all the things you use in your everyday life. Which of the items (things, articles) in the box would be the most useful to you on the island? List three most useful items and explain why you think they would be useful.
Example: ①.I think a knife would be the most useful item, because 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 because I could use the matches to make fire. If I had a fire, I could cook food, stay warm and keep wild animals away. More importantly, if someone saw the fire, they would come and save me.
2. Ask the Ss to discuss their answers in groups of four and then ask some of them to report their answers.
3. Ask Ss if they have read books or seen movies about island life, for example, Robinson Crusoe, Cast Away, Six days and seven nights. How did the main characters survive? Did they have friends there? Talk about the movie post of CAST AWAY.
(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 describes his experience and the lessons he learns from his unusual friend, a volleyball he calls Wilson)
Step 2 Ask the Ss to read the passage silently. Encourage the Ss to read without using a dictionary. If the Ss can’t guess the meaning of a word or phrase in the text, tell them to mark the word or phrase. and find the answers to the following questions:
Reading
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?
Step 3 1. Ask the Ss to find the answers to the first three
Post-reading 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.
3. Finish the following.
①. Which of the proverbs best expresses the main idea of the passage?
A. Dead men have no friends
B. A friend in need is a friend indeed
C. No pains, no gains
D. Where there is a will, there is a way
②. Which of the following is Chuck most likely to eat on the island?
A. Rice, cheese and hot dogs
B. Fish, birds and fruits
C. Bread, beef and vegetables
D. Noodles, chicken and cabbage
③. When Chuck asks a question, Wilson _____.
A. gives an answer B. listens carefully
C. never answers D. gets angry
④. If Chuck is rescued and returns to his normal life, he will _.
A. play volleyball every day
B. shut himself at home
C. work even harder than he used to
D. spend more time with his friends
⑤. What does the writer mean by “friends are teachers”?
A. We can’t survive without friends.
B. We can learn from friends and become better persons.
C. We need friends to share happiness and sorrow.
D. It is important to have someone to care about.
Key: ABCDB
Step 4 1. Ask Ss to summary the main ideas of the text
Summary and 1). Chuck Noland, a successful businessman, lands on a
Discussion deserted island after a plane crash.
2). Chuck has to learn basic survival skills on the island. In order to cope with his loneliness, Chuck develops a friendship with a volleyball he calls Wilson,
3). Five year’s life on the island teaches Chuck the importance 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 friendships 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 should behave.
2. Discuss the following questions in groups.
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 talk about giving and taking. How do friends give and take?
4). Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?
Step 5 1. Ask Ss to make a list of useful words and their expressions
Words and and give reasons (Teachers’ book on page 13)
Expressions 2. Work in groups to finish item 1 of step 5 (what-how-why--what). Then report them to the whole class.
Step 6 Language points:
1. imagine that you were alone on an island.
Imagine v: think of sth, suppose n:imagination
imagine +n 想像… Imagine the children and women in the war
imagine doing sth 想像做… He imagined buying a bike.
imagine sb doing sth想像某人做… She imagined me playing.
imagine +that+clause想像… （見課文）
imagine oneself +n. 想像自己…He likes to imagine himself an actor.
imagine sb to be+n/adj想像…的情況 (通常不直接跟動(dòng)詞不定式)
I imagine his son to be strong.
2. Tom hanks played a man named Chuck Noland.
1). Play vt: act 扮演 （見課文）
2). Play vi 上演，演出 They are playing at the Center Theatre.
3). Play a part/role in…起…作用，扮演…角色
He played an important part in the project.
3. One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.
1). On a flight: 乘航班 be on a flight=be flying
2). When =and then 正在那時(shí)，這時(shí)，引起一個(gè)意想不到的動(dòng)作。常用將來時(shí)或進(jìn)行時(shí)的句型：
be just about to…when.. be doing…when…
I was just about to go to bed when there was a ring.
3). ①.Crash v=break violently （使）猛撞，（使）撞毀
He crashed his car against the tree.
①. crash n 撞車事故，失事
All the people died in the air crash.
4. Chuck survives the crash and lands on a deserted island.
1). Survive=go on living vt經(jīng)歷（災(zāi)難等）之后還活著，vi經(jīng)歷…之后殘留下來
Only one baby survived the terrible car crash.
2). ①.desert=leave empty or alone v 遺棄，拋棄，離棄
He is so selfish that all his friends have deserted him.
②. deserted adj 無人的，被拋棄的，被遺棄的
It’s too hot. I see nothing in the deserted street.
5. He has to learn to collect water, hunt for food, and make fire.
1). how to do sth what to do what to with sth why/where/when to do(sth)
2). Hunt for=look for 尋找 hunt for a lost thing hunt for a job
3). Make a fire 生火 catch fire著火 on fire 燃燒著的
set fire to… 縱火于…. Set…on fire 放火
6. Perhaps the most difficult challenge is how to survive without friends
1). Challenge n 可數(shù)名詞。挑戰(zhàn)，邀請(qǐng)賽
give a challenge 挑戰(zhàn) accept a challenge 接受挑戰(zhàn)
2). challenge sb to sth 向某人挑戰(zhàn)某事
She challenged me to a race.
3). Challenge sb to do sth. =invite sb to do sth to test one’s ability 向某人挑戰(zhàn)做某事
He challenged me to play chess.
7. In order to survive, Chuck develops a friendship with an unusual friend-a volleyball he calls Wilson.
1). ①. In order to =so as to in order to引導(dǎo)的不定式短語可放于句首或句尾，其否定形式in order not to do sth。而so as to通常放于句尾而不放于句首。
You come here in order to /so as to go to college.
②. in order for sb to do sth
He came here in order for me to see him.
②. in order that =so that 引導(dǎo)目的狀語從句
They went to Athens in order that/so that they took part in the Olympic Games.
2). Develop 發(fā)展，養(yǎng)成，培養(yǎng)，發(fā)揚(yáng)
develop a friendship with sb (friendship不可數(shù)，表一段友誼時(shí)可數(shù)。)
3）. Develop-make or become bigger 開發(fā)，培育，發(fā)生，沖（膠卷）
8. He realizes that ha hasn’t been a very good friend, because he has always been thinking about himself.
1). ①. Realize =understand clearly 認(rèn)識(shí)，體會(huì)，領(lǐng)悟
I realized my mistake.
②. Realize =come true使（計(jì)劃）變?yōu)楝F(xiàn)實(shí)
但realize vt come true vi
2). Think of 與think about
①. think of 考慮，關(guān)心
He has many things to think of.
②. think of 想起，記得
I think of my hometown when I saw the pictures.
③. Think of …as 把..看作
He is thought of as a great man.
④. Think about 就…思考，考慮
He is thinking about the computer games in class.
⑤. 常用短語: think well/ill of 認(rèn)為…好/不好
think much /little of 認(rèn)為….很不錯(cuò)/不重視
think nothing of 把….看得很平常
3). Has been thinking 是現(xiàn)在完成進(jìn)行時(shí)，體現(xiàn)其未完結(jié)性、持續(xù)性
We have been learning English.
9. He talks to him and treats him as a friend.
1). Treat vt 對(duì)待，治療，處理，款待
Why do you treat the matter as a joke?
2). Treat…as… =look one….as…., regard….as…, think of…of…, consider…as… 把….當(dāng)作…. （見課文）
3). 常見短語：treat sb for…給某人治…病
treat…like… 對(duì)待…像….一樣
treat sb to….用….款待某人
10. Chuck learns that we need friends to share happiness and sorrow, and that it is important to have someone to care about.
1). 此句learn后有兩個(gè)that引導(dǎo)的賓語從句，第一個(gè)that可省略，但第二個(gè)不可省略。
2). Share sth with/among/between sb與…共同使用，與...分享
If you have an umbrella, let me share it with you.
3). Care about 與care for
①. care about 關(guān)心，在意
He didn’t care about his study.
②. Care for =feel like 喜歡 =look after 照顧 =care about 關(guān)心
③. I don’t really care for math.
11. For example, many of us have pets, and we all have favorite objects such as a lucky pen or a diary.
1). For example 與such as. For example 可用于句首、句中、句未。而such as通常置于名詞之后，引出一系列例子。
2）. 常見短語: take … for example 以…為例
set sb an example/set an example to sb 為某人樹立榜樣
Lei Feng set a good example to us.
12. If someone is quick in mind and action..
1). Quick =intelligent 敏捷，伶俐，敏銳
2). Be quick at sth/doing sth 學(xué)…很快
He is quick at languages.
3). Be quick about/in sth 敏于做某事
He is quick about his decisions.
4). Be quick to do sth 迅速做某事
They are quick to learn foreign language.
13. The lesson we can learn Chuck and all the others who have unusual friends is the friends are teachers.
1). Learn one’s lesson 得到教訓(xùn)，啟示
We learned his lesson that we should listen to the teacher carefully.
2). Teach sb a lesson. 給某人一個(gè)教訓(xùn)
The accident taught him a leeson.
3). Is that friends are teachers 系表語從句
Step 7 Written:
1. Read and finish the materials on Page 88-89 of workbook.
Homework 2. Find out the difficult sentences and go over the
notes to this text.
3. Try to use the useful exptresions in language points
correctly.
①. make sentences;
on a deserted island, hunt for food, make a fire, care about/for
be alone on the island, become / be fond of …, treat sb as…, share happiness and sorrow, make friends with , play, such as
②. translate;
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 - a 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.
Reading”
1. Listen to and read the text again and again.
2. Retell the text.
Period 4
Step 1 1. Check the answers of workbook on p88--89
Review 2. Ask the Ss to retell the reading part in groups and then to the whole class
Step 2 The usage of learn:
Word study 1. To gain knowledge or skill by study, experience or
being taught
learn a foreign language
We’re learning English now.
Have you learned how to drive a car?
One can learn from his mistakes.
2. fix in the mind or memory; memorize
Let’s try to learn the poem by heart.
3. realize; become aware
They learned that it was no use arguing with him.
4. know, get to know
They offered help as soon as they learned that we were in great trouble.
I learned of the accident only yesterday.
learn one’s lesson; learn a lesson from sb
learned a learned teacher
Step 2 1. Ask the Ss to discuss the difference between Direct
Grammar Speech and Indirect Speech in pairs.
2. Summary:
1). In Statements;
“I like reading adventure stories,” said John.
John said (that) he liked reading adventure stories.
“I don’t like computers,” Sarah said to her friends.
Sarah told her friends (that) she didn’t like computers.
“I will come here tomorrow.” She said.
She said that she would go there the next day/the following day.
“We are thinking now.” They said.
They said that they were thinking then.
“This book is not mine”. He said.
He said that book was not his.
2). In General Questions:
“Ann, have you see my blue notebook?” Peter asked.
Peter asked Ann if /whether she had seen his blue notebook.
“Will you help me?” He asked.
He asked if /whether I would help him.
“Did you see her three days ago?” Lucy asked.
Lucy asked if/whether I had seen her three days before.
“Did he finish it yesterday?” Lily asked.
Lily asked if /whether he had finished it the day before.
“Shall we play these games tonight?” They asked.
They asked whether they should play those games that night or not.
3). In Special Questions:
“How can you do that?” Mary asked Ann.
Mary asked Ann how she could do that.
“What difference does it make?” Peter asked Jim.
Peter asked Jim what difference it made.
“What did you do last night?” He asked.
He asked what I had done the night before.
“Where can you go next week?” He asked.
He asked where I could go the next week.
4). Imperative sentence;
He said, “Please park your car here.”
He asked/toled me to park my car there.
“Do not play games in the office.”. She said to me.
She asked me not to play games in the office.
3. Ask Ss to pay attention to the differences between direct speech and
indirect speech among time, tense, place
structure, order, pron in team. And then report them to the whole class.
4. Conclusion;
Pron; this that thesethose
Place; herethere
Time;
nowthen todaythat day tonightthat night
Yesterdaythe day before last weekthe week before
Three days agothree days before next monththe next month
Tomorrowthe next day/the following day so farby then
Tense;
一般現(xiàn)在時(shí)－一般過去時(shí) 一般過去時(shí)－過去完成時(shí)
一般將來時(shí)－過去將來時(shí) 現(xiàn)在進(jìn)行時(shí)－過去進(jìn)行時(shí)
過去進(jìn)行時(shí)－過去進(jìn)行時(shí) 現(xiàn)在完成時(shí)－過去完成時(shí)
過去完成時(shí)－過去完成時(shí)
5. Go over Part 1 on Page 5.
6. Go over Part 2 on Page 6.
Step 3 Wriiten;
1. Finish Word Study on Pages 4~5.
2. Finish part 1 of the workbook on p87--88
Homework Reading;
1. Read the reading part and the materials on p888-89 of the workbook. .
Period 5
Step 1 1. Check the homework of period 4.
Revision 2. Ask Ss to report the differences between direct speech and indirect
speech to the whole class.
Step 2 1. Go over Part 2 on Page 88.
Workbook 2. Go over Part 3 on Page 88 first in pairs, and then
check with the whole class.
Step 3 1. Read the short passage on Page 6 and tell the main
Reading idea of it.
Writing 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. And then report it to the whole class.
4. language points:
1). I like talking and joking…..
joke v& n joke=make jokes
for/as a joke只是（為了）開玩笑 in joke 鬧著玩兒的
no joke 不是鬧著玩兒的 have a joke(with sb)（與某人）說笑話
play a joke on sb開某人的玩笑 joke about 拿….開玩笑，取笑
2). Drop sb a line =write a short letter to sb給…寫信（指短信）
Step 4 1. Read the e-mail on Page 90 and tell what it is about.
Workbook 2. Talk about how to write a response.
Step 5 written;
1. Write an e-mail which is used to introduce yourself to one or more friend who is found in part 1.Then reply it.
2. Have a dictation.
1). New words and their expressions
2). Useful expressions (including phrases) in language points
3). Make a standard of making friends and then discuss in team.
Homework 3. Finish all the exercises about the Grammar in this unit. And go over Parts 1 and 2 on Pages 177~180.
Period 6
Step 1 1. check homework of period 5
2. check and have a dictation
3. Go over Checkpoint 1.
Step 2 1. Ask the Ss to think about what they have learned in this unit (only by yourself)
1). What is the most important thing you learned in this unit?
2). What do you think you did best in this unit?
3). What do you find the most difficult in this unit?
4). Where do you see the most improvement?
5). Where do you need to work harder?
2. team work
姓名
小組發(fā)言次數(shù)
全班發(fā)言次數(shù)
提出問題個(gè)數(shù)
解答問題個(gè)數(shù)
查找資料次數(shù)
與人合作次數(shù)
Step 3 1. Go over Learner Log on Page 90 to make sure that Assessing the Ss know what it means and how to fill in the table correctly.
2. Go over Reflection and ask the Ss to finish the sentences.
Step 6 1. Review the whole unit.
Homework 2.. Do some reading practice