Module5 Unit1 Getting along with othersTeaching Objectives of the whole unit:1. Provide students with the opportunity to learn about getting along with others.2. Make students gain some insight into friendships and the problems friendship might birng about.3. Make students learn about understanding emotions .4. Develop students‟ ability of speaking , listening ,reading and writing.Period division:The whole unit: 9 periodsVocabulary and word study: 1periodReading: 2 periodsGrammar: 2 periodsListening: 1 periodSpeaking: 1 periodWriting: 1 periodProject: 2 periodsPeriod1 Vocabulary and word studyThoughts on designThe theme of the unit is how to get along with others. In the first period , students are expected to know some words and expressions to express personalities and friendship. The theme has much to do with students‟ life. Students are eager to express their own feelings and experiences but they have difficulty in expressing themselves. Teachers can use the chance to tell them how to express themselves and teach them some new words.Teaching aims:Teaching aims:To make students know some words and expressions to describe personalities and friendship.To deepen Ss‟ understanding of friendshipTo practice Ss‟ or al English by getting them involved in the discussion of friends and friendship To learn the way to describe the characteristics of a true friendTeaching procedures:I. Lead-inTeaching procedures:Ⅰ.Lead-in1. Listen to the song called Auld Lang Syne(友谊地久天长)2. Read the title of this unit and tell them that friends are a very important part of their lives.II. Discussion:What kind of person do you want to be your friends and what kind of person don‟t you like ? Students may have difficulty in expressing themselves and the teacher will teach some words to help them. The teacher can refer to the words on P6. Students focus on adjectives which describe people‟s personalities.Ⅲ.Word-learning and experience-telling1. Before asking students to tell their experiences, the teacher tells them: Maybe your experiences with your friends are complicated and various stories have happened between you and your friends. In order to express yourselves more clearly, you'd better learn some more words to help you.2. Let students read the words and expressions and pay more attention to the words they will use to describe their own experience. The teacher explains some key words and expressions: pretend, admit, pay on , forgive, manner, apologize , blame, get through, be based on , eager, regardless of.3. Students are asked to tell their own experiences with their friends first in groups and then before the whole class, using new words as many as possible.HomeworkPrepare some proverbs about friendshipPeriod2 Reading(1)Thoughts on designThis is the first period of Reading. The reading passage is made up of two letters written to a magazine advice columnist. Studnents are asked to understand the whole passages and improve their abilities of reading and thinking. The two letters contain two students‟ emotions when they have fallen out with their best friend. How to understand two students‟ emotions is the key point. After learning the two letters, students will value their friendship.Teaching aims:To deepen Ss‟ in sight into problems between friendsTo practice Ss‟ reading comprehension skillTo identify feelings and emotions in a textTeaching procedures:Ⅰ.Lead-in1. Have you ever fallen out with a very good friend?2. If you had a quarrel with a friend, how would you deal with it?3. How would you mend a broken friendship?II. Read the two letters and answer the following questions according to the requirements. 1. What did Sarah tell Hannah in the girl‟s washroom? (no more than 12 words)She told Hannah how badly she had done in the maths quiz.2. Why did Sarah tell Hannah that they weren‟t going to be friends any more? ( no more than 18 words)Because she thought that Hannah had told her classmates about his grade after promising not to do so.3. What did Matthew think aobut losing the match? (no more than 6 words)He thought it wasn‟t his fault.4. What kind of boy is Matthew? (no more than 6 words)He is usually cheerful and outgoing.Ⅲ. Reading strategy: reading to understand feelings.By reading the letters, it is possible to find out just how the writer feels aobut the problem and even think about what advice to give him \ her.Read the two letters again and fill in the blanks with no more than three words.1 2 ReasonsSarah Ashamed Her maths grade was 3 inher class.4 A piece of paper saying …Stupid Sarahgot a D‟ was on her desk.Angry She thought her best friend 5 .AndrewAngry They lost the game because of 6 .7 He made some really cruel remarks toMatthew.Awkward His best friend Matthew has stopped_____8_____.(Answers: 1. Letter writers 2. Feelings 3. the lowest 4. Upset 5. broke her promise 6. Natthew‟s carelessness 7. guilty 8. talking to him )First, let students do it by themselves. Then ask them discuss the answers in groups. Later, two students are asked to come to the blackboard and write down their answers on it. The others check their answers and share their different answers.IV. ConsolidationComplete two letters written by Agony Aunt back to the two students with the proper words. Ⅴ. DiscussionAnalyze the reasons that might lead to a broken friendship.---having little in common---lacking trust---there being conflict of interest---being jealous of each other---being indifferent to each other…HomeworkRetell the two letters.Period3 Reading(2)Thoughts on designIn this period, we focus on the language points, including some key words and expressions, sentences structures and sentence analysis.Teaching aimsStudents will be able to understand the letters better by analysing some difficult sentence patterns and know how to use some key words.Teaching proceduresⅠ Understanding difficult sentences1. (Line8) I must have sounded very proud of myself after the quiz, saying how easy it was an dhow I was sure to get a good grade.2. (Line19) I thought that Hannah must have told my classmates about my grade after promising not to.3. (Line21) I was so angry that I went straight to Hannah and told her we weren‟t going to be friends any more because she couldn't keep her word.4. (Line39) He got annoyed , saying it wasn‟t his fault if he couldn‟t play as well as me, and that I shouldn‟t talk to him in this manner.ⅡThe infinitive and verb-ing form in the lettersUnderline the infinitive and verb-ing form in the letters by themselves and then check before the whole class.ⅢImportant phrasesfeel betrayed feel like doing be determine d to do keep one‟s wordkeep pace with accuse sb of sth belong to as a result ofapologize to sb for sth. keep one‟s secret spy on can't help doing( Ask the students to make up a story using at least six phrases above.)A version: Last year, I found that I fell in love with one boy . I didn‟t feel like telling anyone but my best friend Mary . She promised to keep my secret, saying that the secret only belonged to us two.I was sure that she would keep her word . One day, the boy came to me , telling me that he didn't like me at all. It must be Mary who told him my thought.I felt betrayed and embarrassed andcouldn‟t help crying. …Homework1. Recite the text;2.Finish some exercises related to the key words and language points from the text.Periods4-5 Grammar and usageThoughts on designThe grammar items in this unit focus os the to infinitive, the bare infinitive and the verb-ing form as a noun. Students are expected to recognize the basic forms of the to infinitive and the bare infinitive and learn how to use the verb-ing form as a noun in various situations. At the same timem students are expected to apply what they have learnt by doing osme written tasks.Period 4 Grammar and usage(1)Teaching aims:To recognize the basic forms of the to-infinitive and the bare infinitive.To learn how to use to-infinitives and bare infinitives in different situations.Teaching procedures:Ⅰ. Lead-inRetell the first letter in Reading part by filling in the blanks with the correct forms of the given words.______ (get) along very well with a good friend isn't easy. It‟s a story between Sarah and her best friend Hannah. One Monday, they had a math quiz. Sarah thought it easy __________(get) good results. To her surprise, she had the lowest grade in the class. In class, she pretended ________(be) cheerful , but Hanhah sensed something was wrong. Hannah made Sarah _________(tell) her the truth and Sarah asked Hannah _______(keep) the secret. However, the next day, Sarah f ound a note on her desk, saying “Stupid Sarah got a D”. Sarah thought that Hannah must have told their classmates about her grade . She was so angry that she would give Hannah a chance ________ (explain) further. She lost her best friend and felt sad.Ⅱ. Functions of to-infinitiveAnalyse the functions of to-infinitive according to the words in the blanks.1）subject of a sentence2）object3）object complement4）attribute5）predicative6）adverbialAsk students to draw a conclusion what verbs can be followed be to-infinitive as their object.Ⅲ. Functions of bare infinitive1) We use the bare infinitive after:* let and make and sometimes have* verbs of perception: feel, hear, see and watch* would rather, had better and why not2) When two infinitives are joined by and, or, expect, but, than, rather than, we normally use the bare infinitive for the second infinitive.Ⅵ. Consolidation1. Turn to page 9 and complete the letter.2. Retell the letter to your partner using your own language.Homework1. P.9 Fill in the blankets, using to-infinitives.2. P.92 C1 Answer the questions using to-infinitives.Period 5 Grammar and usage (2)Teaching aims:To recognize the basic form of the verb-ing.To learn how to use the verb-ing form as a noun in different situations.Teaching procedures:Ⅰ. Lead-inRetell the second letter in Reading part by filling in the blanks with the correct forms of the given words.Today I would like _______(tell) you a story between Andrew and his best friend Matthew. Both of them enjoy ________(play) football. Last week, they had an important match against another school. Andrew was looking forward to _______(win) the game, but to his disappointment, they failed as a result of Matthew‟s carelessness. Andrew thought it was Matthew‟s fault ______(lo se) the game and they started ______(shout) at each other with some cruel remarks. Later they stopped _______(talk) to each other . Yesterday, Adrew saw Matthew _______(talk) to another boy, Peter and he couldn't help _________(wonder) if Matthew wanted Peter to be Matthew best friend instead of him. Andrew didn't know how ________(deal) with this problem.Ⅱ.1. Functions of verb-ing1）subject2）predicative3）object4）after possessive pronouns5）in compound nouns2. We use a verb-ing form, not an infinitive after these verbs:admit, dislike, imagine, delay,consider, mind, understand, avoid, enjoy, practise, miss, finish, keep, suggest.3. We can use a verb-ing form or an infinitive after the following verbs, with little difference inmeaning:continue, prefer, begin, hate, like, start, love4. Some verbs can be followed by a verb-ing form or a to-infinitive , but with some different in meaning or usage: forget, regret, remember, mean, try, go onforget + to-infinitive (an activity that has not been done)forget + verb-ing form (an action that has been done)5. Some common phrases are used with verb-ing forms.Would you mind ……cannot help……look forward to……feel like……cannot stand……it is no use/ good……put off……keep on…Ⅲ. ConsolidationComplete the letter on page 11Ⅵ. Discussion:State your opinion on visiting Internet chat rooms.Ⅶ. More exercisesHomework1. P.11 Fill in the blanks, using verb-ing form.2. P.92 Fill in the blanks using the correct forms in blanks.3. Unit Revision: Periods 5 & 6.Periods 6-7 TaskThoughts on design:This section includes a series of activities which provide students with opportunities to learn and practise their listneing, speaking, reading and writing skills. Through these activities, students will learn how to write down the answers, how to express agreement and disagreement, as well as how to check their written work. They will also get some practical advice on making lasting friendships.Period 6 Listening and SpeakingTeaching aims:1. To help students develop their listening skills2. To help students express agreement and disagreement in EnglishTeaching procedures:1. Lead-inWhat do you do when you have a personal problem?Would you talk to your parents or your friends and ask them for advice?Have you ever called a radio programme for advice?II.ListeningRead the leaflet about Teen Talk and do the exercise in Part A to get information about Teen Talk. Then do listening in Part B and do the following exercise.Reasons for calling Teen Talk:·Don‟t know who to 1. ___________Description of the problem:·Have two 2. __________ and they don‟t 3._________Feeling about the problem:·Feel 4. _____________ between the twoTeen Talk’s advice:·5. _____________ to each friend and 6. __________ the problem;·Let the three of you meet 7. _____________Planned actions to overcome the problem:·Write a letter·Ask friends to meet at their favorite cafe 8. __________.·Talk and get to know each other better.(Answers: 1. ask for help 2. important friends 3. like one another 4. divided 5. write a letter 6. explain 7. outside of school 8. on Sunday )III. Speaking1. Let students learn many expressions, apart from Yes and No, to express agreement and disagreement. Read the expressions in Skills building2 on Page 14 and understand them.2. Discuss friendship in groups by choosing at least 3 questions and show their opinions on friendship using the expressions they learn in Skills building2.Discuss the following questions:a. What do you think a best should be like?b. Does having friends make you a better person?c. How do you want your friends to treat you?d. How can friends help you solve your problems?e. What makes a good friendship last?(After they have discussed in groups , two groups will be asked to share their opinions with the whole class.)Homework: Collect more information about friendship to prepare for writing.Period 7 WritingTeaching aims:1. To improve students‟ writing skills2. To make students know how to check their own workTeaching procedures:Step 1. Collect more information about friendshipAsk students to share their information about friendship according to last class‟ questions.Step2. Skills building 3 : checking your workHave students read the tip box on Page16. Make sure they know how to make corrections. And let them read the diary and check for mistakes by themselves. Have them focus on facts, grammar, and writing, puncutation, vocabulary, spelling and style. Then check the answers as a class.Step 3: Writing a letter to your friend1.Write a letter to a friend about what his or her friendship means to you. using information gathered in Step 1 and last class.2.Group work: each member of the group contributes something to the planning of the outline of the letter.3. Write the letter based on the outline in Part A on page 17.4.PresentationLet‟s invite several groups to read their letters to the cla ssHomeworkWrite a letter.Period 8 Project Giving an oral reportThoughts on design:The section is designed to help students learn and use English practically. Students are expected to read two articles about friendship. The first article shows different attitudes that teenage boy and girls have towards friendship, which can help students understand about the differences between teenage boys‟ and girls‟ friendships. The second article tells about the real meaning of friendship, which helps students have a better understanding of friendship.Teaching aims:1. To encourage students to use what they have learned in this unit to complete a project.2. To let students learn how to plan and conduct a survey and how prepare an oral report to present to the class.Teaching procedures:Step 1 lead-inPresent a questionnaire and conduct a survey about different attitudes to friendship between boys and girls with the whole class. QuestionnaireAre you a boy or a girl? Boy GirlTick the answer which most applies to you.1. How many best friends do you have?A lot A few None2. How often do you have a long conversation with your friends?More than three times a week once a week seldom never3. What topics do you mostly talk about with your friends?Hobbies and interests Families and friendsSchool and study Emotions and feelingsFuture plans and dream4.Do you share your secrets with your best friends?Always Sometimes Never5. Do you think boys and girls have the same attitudes towards friendship?Yes No6. If you choose No to Question 5 , what different attitudes do they have?Friendships between girls are usually based on shared emotions and support . However, friendships between boys are usually based on shared activities or interests.Girls seem to have a lot to talk about with their best friends than boys.Girls have more friendships than boys.Step 2 readingSkimmingQuestions:1.What is the passage mainly discussing?2. What puzzles Robert?3. What‟s the difference between boys and girls in their attitudes towards friendship?4. What are boys‟ and girls‟ friendships each based on?Step 3 Group Work(finish project)1. PlanningWork in small groups. You want to survey people to determine how attitudes between boys and girls differ on a certain topic..favourite food hobbies the future familyschool subjects musicMy own topic _____________2.ProducingDiscuss and agree on an each of the following questions:What is the primary purpose of our survey?How many questions will we ask?Who will take our survey?Decide which group members will be responsible for each task.3.PresentingWrite multiple-choice questions that can be answered quickly and are easy to total when the survey is complete.Conduct the survey and calculate the results.briefly discuss the conclusions the group has drawn, based on the survey results. Homework1. Finish the WB exercises(B1, B2, D1, D2)2. Unit Revision: Period 9.。
