miss 王 人教版高中英语必修一unit1教案最终版
Para.1: Anne made her diary her best friend whom she could tell
三. 教学目标 Teaching Aims
1.Knowledge Objectives 知识目标
1. Get students to know the main content of this article.让学生知道文章 的主要内容。 2. Learn about the formats of a diary. 了解文章的历史背景及安妮的情 感 2.Ability Objectives 能力目标 1. Develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming and so on.培养学生的阅读能 力，学会使用一些阅读技巧，比如：skimming，scanning，，careful reading，post reading，guessing and so on。 2. Summarize different paragraphs.给文章分为两部分并总结主题。 3.Emotion Objectives 情感目标 1.To get the students to realize the importance of friends and friendship, and learn to make friends and foster friendship.让学生意识到朋友和友 谊的重要性，学会交朋友和发展友谊。
五．教法、学法与教具 Teaching and Learning Methods and Aids
1.Teaching Methods 教法 1. Question-inquiry Teaching 问答方法 2.Task-based Learning and Teaching 任务型教学法 3. Discussion（pair work or group work）讨论
Teaching Plan
Unit1 Friendship
教材 教师 英
学校
长白山第二高级中学
高一一班
单元
第一单元
Anne’s Best Friend
课时
共一课时
（Reading）
一．教材分析 Analysis of the Teaching Materials
This unit is the first unit of the senior English studying which talks about
四. 教学重点、难点 Teaching Key and Difficult Points
1.Teaching Key Points 教学重点 1.To make the students understand the meaning of friendship.让学生理解 友谊的意义。
2.To make the students be able to describe their own friends.让学生能够 描述他们自己的朋友。 2.Teaching Difficult Points 教学难点 1.To make the students be able to use different vocabularies about friend and friendship.让学生学会使用不同的词汇描述朋友和友谊。 2.To make the students understand this unique history.让学生理解这段 独特的历史。
Yes,they are. Because without friends we will feel lonely and helpless. ⑵Does a friend always have to be a person? What else can be our friend?
No. Computer,books or diary. 让学生和同桌讨论，然后回答两个问题。 设计意图：引起学生阅读课文的兴趣 Step III. 阅读中（25mins） 1. 展示文章结构、历史背景以及主人公 Anne 的图片 2. 文字形式展示文章结构 3. 设计不同层次的问题 设计意图：让学生带着好奇心走进文章，去发掘自己需要的答案，提 高阅读能力
diary as her best friend and she called her diary Kitty.
(3) Why was she so crazy about things to do with nature?
Clear--- Because she hadn’t been able to be outdoors for so long.
As the students, grade1of senior high school,they have the basic abilities
of listening,speaking,reading and writing,but they still need more chances
to practice what they have learned and improve their ability of
students’ interests in English learning and help students think how to
choose friends and the meaning of the friendship. The reading passage is
the center of the unit. It mainly talks about the Anna , a Jewish girl ,
during the world war II, regarded the diary as her best friend to express
her happiness, sorrow and missing to her hometown. 本单元是高中英语 第一单元，话题是关于友谊。对高一新生来说，高中生活刚刚开始，
1. Browse the text and think of the following questions. T:(1) Why did Anne make her diary her best friend? Clear---Because she wants a friend to whom she could tell everything,like
(Students think for a while and raise their hands to answer questions.) 展示我们校园的图片，欢迎学生来我校就读，新环境、新同学、新老 师、新朋友。 设计意图：引出本课主题 Step II. 阅读前（3mins）
Divide students into 3 groups and ask them to discuss two questions. Afterwards, choose one representative to show their answers. ⑴Do you think friends are important to us? Why do you think so?
deepest feelings and thoughts.
⑵What is an ordinary diary like according to Anne? What about her
diary?
Clear--- She thought the ordinary diary is a series of facts. She made her
PPT Documents
六. 教学过程设计 Teaching Process (45mins)
Period II: Anne’s Best Friend（reading） Step I. Leading-in (5mins)导入
Review what we have learnt in the last lesson and enjoy the movie clip Summer Eleven just last 3 mins in order to lead to the topic of friendship. T: Good morning,boys and st lesson we have started this unit Friendship,today we continue this topic. First let’s enjoy the movie clip Summer Eleven and think about the following questions. (1) What do yo think about the relationship with the four girls? (2) Do you have a good friend? (3) Can you say something about your friend? You can say how you become good friend and why you want to be friend with him or her.
2.Learning Methods 学法 Skimming, Scanning, Guessing, and Discussion 跳读，略读，细
读，读后，猜测，讨论等等。 3. Teaching Aids 教具
Textbook &Teacher’s Book 教材，多媒体，幻灯片 Multimedia Devices
friendship.As for the students, at the beginning of senior school life,
人教版高中英语必修一unit1教案最终版(2021年整理)
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Teaching Plan Unit1 Friendship 教材人教版高中英语必修一试讲者李瑶单位适用年级高中一年级单元课题Anne’s Best Friend课时共（ Reading）一．教材分析 Analysis of the Teaching MaterialsThis unit is the first unit of the senior English stud friendship。
As for the students, at the beginning of s making new friends is one of important things for them this unit is appropriate at the present time. It can e students’interests in English learning and help stude choose friends and the meaning of the friendship。
The the center of the unit。
It mainly talks about the Ann during the world war II， regarded the diary as her be her happiness， sorrow and missing to her hometown。
人教版(2023)必修第一册 unit1 teenage life 第1课时 导入和基础讲解教案(表
人教版(2023)必修第一册unit1 teenage life 第1课时导入和基础讲解教案(表格式）人教版高中英语必修一U1 teenage life 第一课时教学设计课题U1 teenage life 第一课时导入和基础讲解教学目标1. Enable students to acquire the basic usage of the new words and expressions concerning the freshmen challenges and learn to use them flexibly. 2. Enable students to have a good understanding of the freshmen challenges in the new senior high school which is quite different from junior middle school. 3. Develop students’ sense of cooperative learning and individual thinking capability. 4. Develop students’ different learning skills to solve different reading comprehensive problems.教学重点 1. Develop students’ reading ability such as skimming, scanning and summarizing. 2. Let students talk about their new school challenges in senior high school and encourage them to find the possible solutions to conquer them.教学难点interaction among students would be a problem; introduce the topic by proper jokes and changing subjects by playing games.教学准备familiarize current topic games to raise students’ interests; preparation of some selective answers in case of non response.教学过程 1. Warming up Step 1 Leading-in Have a free talk with students. Ask them the following questions: How do you feel about your senior high school Have you come across some challenges that make you upset Step 2 Pre-reading Let students guess what the text will be mainly about before reading by looking at the picture and the title. Step 3 Reading 1. Fast reading Ask students to skim the reading passage to sum up the main idea of each paragraph and then discuss it with their partners. Paragraph1.________________________________________________2.________________________________________________3.________________________________________________4.________________________________________________ Tips: you can find main ideas by first taking at quick look at the title, picture, key words and phrases and topic sentences. Step 4 Further Reading and discussion Read the text the third time and work in pairs to do the following：1.What does “make the team” in Paragraph 3 mean 2.Do you face the same challenges as Adam What other challenges are you facing 3.What are some differences between Adam’s school life and your school life板书设计when asking for free talks, prepare some selective choices for students : lonely; B. excited; C. confused D. upset , to lead the certain answers to the topic; for pre-reading , write down the new words in text.After further reading and discussion , summarize the synonyms for some new words. Ps. If step 3 is impossible for current students , write down the options of main idea.课后作业 1. Write a passage to introduce you first senior school challenges and how to solve them. (about 120words) 2. Learn the useful new words.教学反思None.。
人教版高中英语必修一 第一单元 教学设计
5.(P10Line 3)Would you like to see my flat?
8.(P10Line25)Today the number ofpeoplelearning EnglishinChinais increasing rapidly.
9.(P10Line27)Only time will tell.
10.(P13)Many people believe theEnglishspoken on TV and the radio is standardEnglish.
8.(P2)It’s no pleasure looking through these any longer because nature is one thing that really must be experienced.
同意与不同意
课本第6页
如何正确结交、对待朋友以及如何正确看待友谊
一建议信
electricitydisastertitlereportersincerelycongratulationheadline
outline uselessrescueshelter expressin ruinsat an end
ruin damage
shockinjure
judge from
frighten
detail, bend,insurance,valley,
source,altitude, glacier,reliable,
人教版高中英语必修一unit1教案最终版
人教版高中英语必修一unit1教案最终版人教版高中英语必修一unit1教案最终版一、课程介绍本单元为人教版高中英语必修一的第一单元，主题为“问候与介绍”。
通过本单元的学习，学生能够掌握基本的英语问候与介绍用语，提高口语表达能力。
二、教学目标1、学生能够准确、流利地使用英语进行问候与自我介绍。
2、学生能够理解并运用基本的问候与介绍用语。
3、学生能够根据情境进行角色扮演，提高口语表达能力。
4、通过学习，学生能够增强自信心，主动与他人交流。
三、教学内容1、课文阅读：本单元提供了一篇关于问候与介绍的短文，学生需要理解并掌握其中的重点词汇和语法结构。
2、听力练习：通过听一段对话，学生能够理解并掌握日常问候与介绍的用语。
3、口语表达：学生需要进行多次口语练习，包括个人介绍、两人对话、小组讨论等，提高口语表达能力。
4、写作训练：学生需要写一篇关于自己或他人的介绍文章，巩固所学知识。
四、教学步骤1、导入新课：通过简单的问候，引导学生进入本单元的主题。
2、讲解新词：学习本单元的新单词，包括生词、词组和习惯用法。
3、课文阅读：阅读本单元提供的短文，并回答相关问题。
4、听力练习：听一段对话，并回答相关问题。
5、口语表达：进行多次口语练习，包括个人介绍、两人对话、小组讨论等。
6、写作训练：写一篇关于自己或他人的介绍文章。
7、复习巩固：回顾本单元所学内容，加深印象。
五、教学评价1、课堂提问：通过提问，检测学生对本单元重点内容的掌握情况。
2、小测验：进行小测验，检测学生对本单元重点词汇、语法和习惯用法的掌握情况。
3、课后作业：布置课后作业，让学生巩固本单元所学内容。
六、教学反思1、成功之处：通过多种教学方法的运用，本节课取得了良好的教学效果，学生积极参与，课堂氛围热烈。
2、不足之处：部分学生的口语表达能力还有待提高，需要加强针对性的训练。
3、改进措施：针对学生的不足，制定个性化的教学方案，加强针对性的训练，提高学生的口语表达能力。
人教版高中英语必修一第一单元教案
Unit 1 Friendship知识目标：（1）New words：survey，point，upset，ignore，calm，concern，loose，cheat，reason，list，share，feeling，Jewish，German，outdoors，crazy，nature，purpose，dare，thunder，entirely，power，trust，indoors，suffer，teenager，advice，questionnaire，quiz，situation，editor，communicate，habitPhrases：go without，go through，face to face，with so many clothes on，have some troubles，fall in love，hate gossiping，throw away，make a questionnaire，make an effort，pay no attention to（2）Master the changes between Direct Speech and Indirect Speech.（3）Learn to use the following sentence patterns：I wonder if...，...before...，It’s the first time that...，There was a time when...（4）Understand the concept of friendship.能力目标：（1）Use language knowledge to describe oneself and one’s friends.（2）Master the skills of scamming and scanning.（3）Predict the contents of the listening material based on known knowledge.（4）Master the basic skills of the writing.情感目标：（1）Let students know that every one of us must have a friend or some friends in our daily life.（2）Cultivate the spirit of cooperation by working in groups.●课时安排本单元教学可以分为7课时。
英语人教版高中必修一教案Unit1 Discovering Useful Structures
Unit 1 Teenage LifePeriod 3 Discovering Useful Structures 教材分析该板块的活动主题为“润色文稿”(Improve a draft)，目标语法知识是名词短语、形容词短语和副词短语的用法。
学生在熟练掌握名词短语、形容词短语和副词短语的形式和意义后，能够将其运用到语篇中，使语言表达更加充实、生动和准确。
教学目标1. 能正确理解使用下列词汇：category, function, noun phrase, adjective phrase, adverb phrase。
2. 能够理解并正确运用名词短语、形容词短语和副词短语。
3. 能通过使用名词短语、形容词短语和副词短语润色语言表达，使其更加充实、生动和准确。
教学重难点【教学重点】帮助学生在语篇中理解并运用名词短语、形容词短语和副词短语，丰富语篇表达内容，提高语篇质量。
【教学难点】引导学生熟练掌握名词短语、形容词短语和副词短语的形式和意义。
教学过程Task Improve a draftStep 1 Warming-upRead the poem aloud and see how the underlined parts work in the poem: Nothing so rareAs a day in June,The air so fineAnd the blossoms all blue....Its beautiful melodyFloats like a balloon.Step 2 Observing1. Work on Activity 1. Students find and mark the noun/ adjective/ adverb phrases in the following sentences:(1) The first week was a little confusing.(2) The building is so big that I’m completely lost.(3) The kids over there are putting something on a round paper plate....2.Students observe the sentences again and state the phrases’ functions.设计意图：该环节让学生通过观察例句，发现句子中的目标短语结构，进一步感知其在语言表达中所起到的作用。
人教版英语必修一unit1教案
人教版英语必修一unit1教案教案标题：Exploring Unit 1: School Life教学目标：1. 通过本单元的学习，学生将能够掌握并运用与学校生活相关的词汇和表达方式。
2. 培养学生的听、说、读、写的综合能力，提高他们的英语交际能力。
3. 培养学生的合作意识和团队精神，提高他们的学习动力和积极性。
教学重点：1. 学习并掌握与学校生活相关的词汇和表达方式。
2. 提高学生的听力和口语交际能力。
3. 培养学生的合作意识和团队精神。
教学难点：1. 学生对于新词汇和表达方式的理解和运用。
2. 学生的口语表达能力的提高。
教学准备：1. 教材：人教版英语必修一Unit 1教材及配套教辅资料。
2. 多媒体设备：投影仪、音频设备等。
3. 学生教学用具：课本、笔记本、笔等。
教学过程：Step 1: Warm-up (5分钟)通过展示一些关于学校生活的图片或视频，引发学生对于学校生活的兴趣，并进行简单的讨论，激发学生的学习动力。
Step 2: Pre-reading (10分钟)教师通过提问的方式，引导学生预测本单元课文的内容，并激发学生对于学校生活的思考。
Step 3: While-reading (30分钟)3.1 学生个人阅读课文，并回答与课文内容相关的问题，以检测学生对于课文的理解程度。
3.2 学生分组合作，进行小组讨论，分享对于学校生活的看法和体验，并准备一份小组报告，展示给全班同学。
Step 4: Post-reading (15分钟)教师组织学生进行角色扮演活动，让学生在模拟的学校生活情境中运用所学的词汇和表达方式进行交流。
Step 5: Consolidation (10分钟)教师设计一系列练习题，巩固学生对于本单元所学知识的掌握程度，并进行课堂点评和讲解。
Step 6: Homework (5分钟)布置适当的家庭作业，要求学生复习本单元所学内容，并准备下节课的学习。
教学评估：1. 在课堂上观察学生的参与度和合作情况，评估学生的学习态度和团队精神。
人教版高中英语必修一unit1教案最终版(word文档良心出品)
Step I. Review andLeading-in (5mins)
Review what we have learnt in the last lesson and enjoy the movie clip Summer Eleven just last 3 mins in order to lead to the topic of friendship.
2.Teaching Difficult Points
1.To make the students be able to use different vocabularies about friend and friendship.
2.To make the stu来自ents understand this unique history.
3.Emotion Objectives
1.To get the students to realize the importance of friends and friendship, and learn to make friends and foster friendship.
四.教学重点、难点Teaching Key and Difficult Points
Clear--- She thought the ordinary diary is a series of facts. She made her diary as her best friend and she called her diary Kitty.
(3) Why was she so crazy about things to do with nature?
人教版高中必修一(教案)Unit 1 Teenage Life-Reading and Thinki
Unit 1 Teenage Life-Reading and Thinking【教材分析】The topic of this unit is about teenage life, which belongs to the theme context of “humans and oneself”.As teenagers who shoulder the responsibility of “Chinese great dream”, they must fully know themselves, including their strengths, weaknesses and challenges etc. They are supposed to improve themselves continuously and readily study their subjects, and thus foster their strategies and confidence in lifelong studies.This period is entitled the freshmen challenges, which mainly concerns some big challenges for new students in Senior high school. In this period, a teacher should lead students to find out what their challenges are and guide them to figure out how to crack the challenges and better themselves. More importantly, a teacher should instruct students to absorb new language points and appreciate the language. Besides, a teacher must instruct students to acquire some skills concerning reading efficiently and inspire them to talk more about their new school life, especially their new problems and solutions both at school and in life.【教学目标与核心素养】1. Enable students to acquire the basic usage of the new words and expressions concerning the freshmen challenges and learn to use them flexibly.2. Enable students to have a good understanding of the freshmen challenges in the new senior high school which is quite different from junior middle school.3. Develop students’ sense of cooperative learning and individual thinking capability.4. Develop students’ different learning skills to solve different reading comprehensive problems.【教学重难点】1. Develop students’ reading ability such as skimming, scanning and summarizing.2. Let students talk about their new school challenges in senior high school andencourage them to find the possible solutions to conquer them.【教学过程】1. Warming upStep 1 Leading-inHave a free talk with students. Ask them the following questions:How do you feel about your senior high school? Have you come across some challenges that make you upset?Step 2 Pre-readingLet students guess what the text will be mainly about before reading by looking at the picture and the title.Step 3 Reading1. Fast readingAsk students to skim the reading passage to sum up the main idea of each paragraph and then discuss it with their partners.Paragraph1.________________________________________________2.________________________________________________3.________________________________________________4.________________________________________________Tips: you can find main ideas by first taking at quick look at the title, picture, key words and phrases and topic sentences.2. Intensive readingAllow students to read carefully this time to understand the main details of each paragraph and then finish the following.1. 1. Adam felt __________at the beginning of his senior highA. excitedB. interestedC. confusedD. worried2. Who gave Adam advice on courses?A. Parents.B. Adviser. C .Coach. D. Classmates.3. What subject is Adam's favorite?A. Chinese.B. World history.C. Math.D. English.4. Hearing he was poor in playing football well, AdamA. felt disappointed but went on with itB. left the football and joined a clubC. didn't give up and tried to improveD. felt unhappy but signed up for a new team5. What kind of person is Adam?A. brave and well preparedB. negative and sillyC. active and shyD. gentle and patient2. Let students look through the chart first and then read the text silently. Three minutes later, check the answers with the whole class. Show the suggested answers onStep 4 Further Reading and discussionRead the text the third time and work in pairs to do the following.1.What does “make the team” in Paragraph 3 mean?2.Do you face the same challenges as Adam? What other challenges areyou facing?3.What are some differences between Adam’s school life and your schoollife?Step 5 Passage ConsolidationComplete the passage with the suitable words from the passage.I'm Adam, 1._______freshman in senior high school. The first week was a little 2. _____ (confuse).There are some 3. _____ (challenge) I have to face in my new school life. First, I had to think carefully about my courses. Chinese is hard to learn, but I hope I can speak it _____ (fluent) when I graduate. My adviser 5. _____ (recommend) me to sign up for advanced literature because I'm good 6. _____it. Second, I had to choose my extra-curricular activities. I tried 7. _____ (join) the school football team though Icouldn't do well in 8. _____at first. Besides that, I joined a volunteer club.In order to be well 9. _____ (prepare) for university or whatever else10. _____ (come) in the future, I make up my mind to study harder and get used to new situation.Step 6 Homework1. Write a passage to introduce you first senior school challenges and how to solve them. (about 120words)2. Learn the useful new words and expressions in this part by heart.活动目的：教育学生懂得“水”这一宝贵资源对于我们来说是极为珍贵的，每个人都要保护它，做到节约每一滴水，造福子孙万代。
高中英语 unit 1教案 新人教版必修1
Unit 1 Friendship(Reading)Period OneTeaching aims:1. To talk about friendship.2. To read about friendship.Teaching procedures:Step 1. Warming upA lot of people have only few possibilities of getting feedback about their own personality. In this exercise you will have the opportunity to get some feedback and to discuss it with a partner. While comparing your mutual judgements, certain prejudices or misunderstandings may appear, as people often do not know each other thoroughly enough to judge others correctly. Try to be honest!Self assessmentOf the following characteristics choose 5 that are particularly applicable to you personally.Partner assessmentNow choose 5 characteristic features which you think are especially applicable to your partner.Step 2. DescribingHave the students get into groups of four to describe their own ideal friends. Individual students mustdecide on TOP 5 character adjectives that could be used to describe the ideal friend and insist they have good reasons for their choices. Then let the group leaders give the class a description of their ideal friends.Step 3. Further applyingYou may also have the students do the survey in the textbook, following the steps below.1. Get the students to make a list of three qualities a good friend should have.2. Have the students get into groups of four to find out what each has listed.3. Have a member of each group report on what their lists have in common and list them on the board.4. Ask the class whether or not they agree with all the qualities listed.5. Then have the students do the survey in the textbook.6. Have the students score their survey according to the scoring sheet on page 8.7. The teacher asks some students how many points they got for the survey and assess their values of friendship:4~7 points: You are not a good friend. You either neglect your friend‟s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend‟s needs and feelings. Try to strike a balance between your friend‟s needs and your own responsibilities.13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend‟s. Well done.(You may also show your students the results above and let themselves self-reflect upon their own values of friendship.)Step 4. Pre-readingTo focus the Students‟ attention on the m ain topic of the reading passage.To activate their previous knowledge on the topic.Step 5. Talking and sharingWork in groups of four. Tell your group mates how you reflect on these questions.1. Why do you need friends? Make a list of reasons why friends are important to you.2. What do you think a good friend should be like? List what a good friend should do and share thelist with your partners.3. Does a friend always have to be a person? What else can be a friend?4. Do you think a diary can become your friend? Why or why not?Step 6. DiscussionThe teacher can give each group one of these questions above to talk about. Then let the class share their ideas. It‟s better to stimulate the students to challenge their classmates‟ opinions about these questions.Step 7. Reading1. Looking and guessingWork in pairs. Look at the pictures and the heading and guess what the text might be about.(1) Imagine what it might be like if you had to stay in your bedroom for a whole year. You could not leave it even to go to the WC or to get a cup of tea. How would you feel?(2) What would you choose if you are only allowed to have five things with you in the hiding place because there is very little room?2. Reading to summarise the main idea of each paragraph.Skim the text and summarise the main idea of each paragraph in one sentence.3. Language focusNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Step 8. Summing up1. To end the lesson you are to do the comprehending Exercises 1 and2.2. Work in groups of four. Discuss the ideas put forward in the reading passage. It does not matter whether you agree or disagree. What is important is that you should have a reason for what you say. Also you can put forward your own ideas.Period TwoTeaching aims:1. To discover useful words and expressions.2. To discover useful structures.Teaching procedures:Step 1. Warming up1.Warming up by discovering useful words and expressions.2.Turn to page 4 and do Exercises 1, 2, 3 and 4 first. Then check your answers with your class partner.Step 2. Learning about grammar:Direct and Indirect Speech1. Direct SpeechIn direct speech, the original speaker‟s exact words are given and are indicated by quotation marks. “I don‟t know what to do,” said Dean.In some grammar books, …said Dean‟ is referred to as a reporting clause. “I don‟t know what to do,” is referred to as the reported clause.2. Indirect SpeechIn indirect speech, the exact meaning of the speaker‟s words is given, but the exa ct words are not directly quoted.Dean said that he didn‟t know what to do.To convert direct speech into indirect speech:If the main verb is past tense, present tense verbs in …that clause‟ must also be changed to past tense. Dean said that he didn‟t know what to do.First and second person pronouns must be changed to third person pronouns.Dean said that he didn‟t know what to do.(The word …that‟ can often be left out: Dean said he didn‟t know what to do.)3. Indirect QuestionsThe same rules apply to indirect questions as to indirect statements. The difference is that a wh- clause is used instead of a that clause.In telling a story or recounting events, a speaker using direct speech has all the resources of intonation to produce a lively account. Because indirect speech is always speech reported by someone else, the account is more reserved and restrained.The ability to change direct speech into indirect speech is a useful skill for those engaged in taking the minutes of a meeting or reporting on events.Step 3. Discovering words and expressionsDo exercises 1, 2, 3 and 4 on page 4 and 5. Check your work with your partner‟s.Step 4. Discovering structuresDo exercise 1 and 2. Che ck your work with your partner‟s.Period ThreeTeaching aims:1. To listen to a letter about friendship.2. To speak about a questionnaire about friendship.3. To write advice about friendship.4. To write a few lines describing a friend.Teaching procedures:Step 1. Warming up1. Read the letter to Miss Wang and find out what was upsetting Lisa.2. Listen to what Miss Wang says, and then answer the questions in Exercise 2.3. Listen to the tape again and try to spell out the missing words in Ex 3.Step 2. Talking about designing a questionnaireWork in groups of four. Design a questionnaire to find out what kind of friends your classmates are. Ask thestudents to use the quiz in the Warming Up as an example.Note: The students should be talking while they are doing the task. This provides the students with the opportunity to practise expressing thought and concern in matters of immediate concern and interest. Tell the students to follow these steps:1.In your group, come up with four situations among friends. Design four questions accordingly with three possible answers.2. Put the four questions together and form a questionnaire.3. Check the questionnaire through and try it out on your own group.4. Share your questionnaire with another group and try each other‟s questionnaires.Step 3. Guided writing1. Read the letter to the editor from Xiaodong and make sure you know what problem Xiaodong has.2. Discuss in groups of four. Think what advice you can give Xiaodong.3. Write your advice to Xiaodong as an editor individually.Step 4. Writing1. Can you give Xiaodong some good advice?2. I s your letter well developed?3. Are your ideas well organized to the point?4. Do you have a good choice of words and idioms in your writing?5. Do you get a good mastery of complex structures of language?6. What kind of mistakes have you made in your writing? What can you do to avoid such mistakes? Step 5. Further ApplyingHere are some proverbs about friends and friendship. Read them carefully and pay attention to the sentence stress and intonation. Then write a passage. Choose some you agree and explain why. Then choose some you disagree and explain why.。