Unit1friendship武雪花梁喜英李桃李小霞楊盛aimsanddemands類別課程標準要求掌握的項目話題Friendsandfriendship;interpersonalrelationships詞匯AddpointupsetignorecalmconcernloosecheatreasonlistsharefeelingNetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequestionnairequizsituationeditorcommunicatehabitaddupcalmdownhavegottobeconcernedaboutwalkthedoggothroughhideawaysetdownaseriesofonpurposeinordertofacetofaceaccordingtogetalongwithfallinlovejoinin功能AttitudesAreyouafraidthat?I’vegrownsocrazyaboutIdidn’tdare2.AgreementanddisagreementIagree.Ithinkso.Exactly.Idon’tagree.Idon’tthinkso.I’mafraidnot.That’scorrect.Ofcoursenot.語法直接引語和間接引語(1):陳述句和疑問句陳述句“Idon’twanttosetdownaseriesoffactsinadiary.”SaidAnne.Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiary.一般疑問句Heasked,“Areyouleavingtonight?”Heaskeduswhetherwewereleavingthatnight.特殊疑問句“Whendidyougotobedlastnight?”fathersaidtoAnne.FatheraskedAnnewhenshewenttobedthenightbefore.Suggestedteachingnotes1).AnalysesoftheteachingcontentsThisunitisaboutfriendship,andnearlyalltheteachingmaterialscenteronit.WarmingupThequestionnaireleadsstudentstothinkandtalkaboutfriendship,gettoknowtheproblemsbetweenfriendsandseeksolutions,whichmakespreparationsforthefurtherteachingintopics,backgroundandvocabulary.Pre-readingThequestionspromptstudentstothinkcriticallyaboutfriendsandfriendshipinreality,alertingthemtothefactthatbesidespeople,adiarycanbeafriend,too.ReadingThediarybytheJewishgirlAnnegaveaglimpseofherlifeduringherfamily’sshelterinAmsterdamfromtheGermanNazis’killinginworldwar2.ComprehendingIthelpsstudentsfurtherunderstandthetextbydoingmultiplechoices,questionsandanswers,andmatching.LearningaboutlanguageItteachestheimportantexpressionsandstructuresandgrammar:directandindirectspeeches.UsinglanguageThetwoletters,listening,questionnairedesign,letterwritingandfunwritingpreparesstudentstofurthertalkaboutfriendship,especiallytheproblemswithmisunderstanding,andunfriendliness,thusstrengtheningstudents’abilitiestopracticelanguage,discover,andsolveproblems.SummingupItsummarizesthewholecontentsofthisunitfromtheaspectsoftopics,vocabularyandgrammar.LearningtipThispartencouragesstudentstoformthehabitofwritingadiary.IntegratingskillsThetextintroducesthewayHawaiiansexpressfriendship,togetstudentstorealizetheculturaldifferencesinthevaluesoffriendshipinadditionitsimportanceinallcultures.2)MakingoftheteachingplanThisunitcentersonfriendsandfriendship,exploringdifferenttypesoffriendshipwithparticularattentiontothatonecandevelopwithoneself,.,thecomfortandsupportoneseeksfromanimaginaryfriend.Studentsareexpectedtocometobetrulyawareofthequalitiesandconductsthatmakeagoodfriend,displayanddeveloptheabilitytocopewithmisunderstanding,conflictsandproblemsrelatedtofriendship,andgiveadviceonit.Theconceptthatevenanordinarythingcanbeafriendshouldbreakdownthetraditionalbeliefintheinterpersonalnatureoffriendship.Also,thecomparisonofsimilaritiesdissimilaritiesinfriendshipcomprehensionbetweentheEastandtheWestleadsstudentstoknowbetterthevaluesoffriendshipinWesterns’eyes.Allinall,thisunitpromisestounveilthetrueessenceoffriendshipandhelpsstudentstoleadamorefriendlyandharmonious,basedonthetheme,contentsandteachingobjectives,thewholeteachingprocedurescanfallintofiveperiodsasfollows:Period1WarmingupPeriod2Pre-readingReadingandcomprehendingPeriod3Discoveringusefulwordsandexpressions(p.4);Usingwordsandexpressions(p.41-42)Period4Discoveringusefulstructures(p.5);Usingstructures(p.42-43)Period5ReadingListeningandspeakingPeriod6Readingandwriting(p.7);Period7SumminguplearningtipandRevision3).TeachingplansforeachperiodPeriod1Warming-up1.Teachingobjectives:1)TargetlanguageI(don’t)think……I(don’t)thinkso.I(don’t)agree.Ibelieve……That’scorrect.Inmyopinion,……2)AbilitygoalsDescribeyourfriendsinEnglishFigureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheproblems.LearningabilitygoalsToencouragestudentstothinkandtalkaboutfriendsandfriendshipbyusingsomephrasesandstructures.Tolearntosolveproblemsthatmayoccurbetweenfriends.c.TocultivatethestudentstoformthegoodhabitoflearningEnglishinSenior2.Teachingimportantpoints:Usethegivenadjectivesandsentencestructurestodescribeoneofyourfriends.Learntoevaluatefriendsandfriendship.3.Teachingdifficultpoints:Worktogetherwithpartnersanddescribeoneofyourgoodfriends.Discusswithpartnersandfindoutwaystosolvetheproblems.4.TeachingmethodsTask-basedteachingandlearningCooperativelearningDiscussion5.Teachingaids:CAI6.Teachingproceduresandways:Step1Lead-inandWarming-upBeforethelesson,theteachercanarousethestudents’interestsbyshowingavideoofAuldLangSyne.Atthebeginningofthefirstclass,wecangetthestudentstotalkabouttheirsummerholidays.Thestudentscantalkfreelyastheylike.Howdidyouspendyoursummerholidays?Howdidyoufeel?Whatdidyoudoinyoursummerholidays?Whatdidyoudoinyoursparetime?Whatdoyouthinkofournewschool?Doyoulikeit?Couldyousaysomethingaboutit?Doyoulikemakingfriends?Howdogetintouchwithyourfriends?Doyouhavemanyfriends?Wherearetheynow?Doyouhaveanyoldfriendsinourschool?Haveyoumadeanynewfriendsinourclass?Step2Thinkitover1.Giveabriefdescriptionofoneofyourfriends.Thefollowingphrasesandstructuresmaybehelpful:His/Hernameis……He/Sheis……yearsold.He/Shelikes……anddislikes……He/Sheenjoys……andhates……He/Sheisverykind/friendly/……When/Wherewegottoknoweachother.Step3MakeasurveyListsomequalitiesofagoodfriendoryouridealfriend.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.(writedownsomenewwordsandmakeupsomesentencestohelpstudentsunderstandthem.)Whatqualities(品質)shouldagoodfriendhave?Selflessgenerouslovelyoutgoing(開朗的）helpfulhonestwisebravesmartprettyfriendlyresponsiblehandsomeactivekindhearteddiligent（勤奮的）talkative（愛說話的）creativecaring(關心別人的）thoughtfulfunnyhumorouseasygoing(隨和的）It’sluckytohavegoodfriends.Whenyoufeelupsetorunhappy,ahumorousfriendcancheeryouup.Whenyouareangryornervousaboutsomething,aconsideratefriendwilllistentoyouandhelpyoucalmdown.Akind-heartedfriendwillcareaboutyouatalltimes.He/shewillbeconcernedaboutyouandwanttoseeyouarealwayshappy.Anhonestfriendwilltellyouthetruthwhenyoumakeamistake.Inaddition,anhonestfriendwon’thelpyoucheatintheexam.Ahelpfulfriendwillbereadytoofferhelpwhenyouneedit.Ahelpfulfriendwon’taddupwhathe/shedoesforyou.Tellyourpartneryourstandardsofgoodfriendsbyusingthefollowingstructure:Ithinkagoodfriendshould(not)be……Inmyopinion,agoodfriendissomeonewho……Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.Asktheclasswhetherornottheyagreewithallthequalitieslisted.Thenhavethestudentsdothesurveyinthetextbook.Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship:★4~7points:Youarenotagoodfriend.Youshouldthinkmoreaboutwhatagoodfriendneedstodo.★8~12points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.★13+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.Welldone.Step4Languagepoints.1.add…to…把…加在…上

add…up加起來

addupto加起來總和是；等于addto增加Addyourscoresupandwe’llseewhowon.Thesenumbersaddupto100.Willyoupleaseaddsomemilktomycoffee?Thebadweatheraddedtoourdifficulties.2．upsetadj.心煩意亂的，不安的，vt.使心煩，使不安Hefeltupsetatthenews.Thebadnewsupsetme.calmadj.平靜的，鎮(zhèn)靜的，Afterthestorm,theseabecamecalm.Keepcalm保持冷靜vt.&vicalm(…)down使平靜下來；使鎮(zhèn)靜下來；Itisdifficulttocalmdownthefootballfans.4．havegotto5..concern:concernsth./sb.與……有關系

concernoneselfwith/aboutsb./sth.忙于；關心beconcernedabout/forsb./sth.使擔憂；使煩惱=beworriedaboutsb./sth.Theseproblemsconcernall.Sheconcernsherselfwithherson’sfuture.=Sheisconcernedaboutherson’sfuture.Theexpertsareconcernedaboutthegrowthintheworld’spopulation.Whilewalkingthedog,youwerecarelessanditgotlooseandwashitbyacar.Whilewalkingthedog相當于Whileyouwerewalkingthedog在句中做時間狀語，在when,while,before,after,asif,if,等引導的狀語從句中，如果從句的主語和主句的主語一致而且從句有系動詞be的任何形式，則可省略從句的主語和系動詞。Imetherwhileonmywaytowork.=ImetherwhileIwasonmywaytowork.Heopenedthemouthasiftospeak.=Heopenedthemouthasifhewastospeak.7.walkthedog溜狗8．shouldhavedone本應該干某事，但實際沒做shouldnothavedone本不應該干某事，但實際已經(jīng)做了Youshouldhavecomeherefiveminutesago.Youshouldnothaveleftsoearly.Step5homeworkWriteashortpassageaboutyourbestfriend.Reviewthelanguagepoints.Period2Reading“Anne’sBestFriend”1.Teachingobjectives:1)Todevelopthestudents’readingability,learntousesomereadingstrategiessuchasskimming,scanning,(guessingkeysentences),andsoon;2).Togetthestudentstorealizetheimportanceoffriendsandfriendship,andtotelltruefriendsfromfalsefriends;3).Tograspsomeusefulwordsandexpressionsinthispassage,suchasonpurpose,becrazyaboutetc.;4).Tolearnthewritingstyleofthispassage.2.Teachingmethod:Task-basedteaching3.PreviewnewwordsandexpressionsofUnit1Notestothetextsp764.Teachingprocedure:Step1.Whoisyourbestfriend?

2.Doesafriendalwayshavetobeaperson?Whatelsecanbeyourfriend?Step2SkimmingTrytoguesswhatAnne’sfriendisandwhatthepassageisaboutbyreadingthetitleandhavingaquickatthepicturesinthispassagewithoutreadingit.1.Readthefirstpartofthereadingsectionandanswerthesequestions:WhowasAnne’sbestfriend?Whendidthestoryhappen?FillintheformbelowTheplaceofthestory

NetherlandsTheheroine’s（女主人公）fullname

AnneFrankHerbestfriend

herdiary--KittyThelengthoftimeherfamilyhidaway

overtwoyearsThetimetheystartedtohide

July1942step3.Scanningthefirsttwoparagraphstoconfirmyourguessing,anddothefirstquestioninthecomprehendingonpage3.1)WhatwasAnne’sbestfriend?Whydidshemakefriendswithit?2)Didshehaveanyothertruefriendsthen?Why?3)WhatisthedifferencebetweenAnne’sdiaryandthoseofmostpeople?step4.SkimmingofAnne’sdiary1).Readthediaryquicklytofindoutthemainideaofthediary.Anneexpressedfeelingsaboutnatureafterhidingforalongtime.EverythingaboutnaturekeptAnnespellbound.2).Scanthediaryandfillintheform.TimeNatureFeelingBeforehiding

bluesky,songsofbirds,moonlight,flowers

NeverfeltspellboundAfterhidingdarkness,rain,wind,thethunderingcloudsFeelcrazyStep5.detailreading(dothe2and3questionsinthecomprehendingonpage3.)Nowobservethetextcarefullytofindout:howmanypartsitcontainswhatthedifferentpartsareaboutItcontainstwoparts.OnepartisonepageofAnne’sdiary,theotheroneisthebackgroundknowledgeaboutAnneandherdiaryStep6.languagepoints.Pickoutthedifficultsentencesfromthereadingpassage.1.Iwonderifit’sbecauseIhaven’tbeenabletobeoutdoorsforsolongthatI’vegrownsocrazyabouteverythingtodowithnature我不知道是不是因為我很久無法出門的緣故,我變得對一切與大自然有關的事物都無比狂熱。此句是個復合句，含有if引導的賓語從句和itis…that…構成的強調結構，此處強調because引導的原因狀語從句。2.Icanwellrememberthattherewasatimewhenadeepbluesky,thesongofthebirds,moonlightandflowerscouldneverhavekeptmespellbound我記得很清楚，以前，湛藍的天空、鳥兒的歌唱、月光和鮮花，從未令我心迷神往過.when引導的定語從句（劃線部分）修飾句中的time3.ItwasthefirsttimeinayearandahalfthatI’dseenthenightfacetoface…這是我一年半以來第一次面對面目睹夜晚。It’sthefirsttime…that…某人第一次做某事4.Iamonlyabletolookatnaturethroughdirtycurtainshangingbeforeverydustywindows.我只能透過骯臟的窗簾看大自然,窗簾懸掛在沾滿灰塵的窗前。hangingbeforeverydustywindows現(xiàn)在分詞短語,修飾curtains.usefulwordsandexpressions1.

gothrough經(jīng)歷gothroughtwostagesgothroughthetestinclassstruggle經(jīng)歷階級斗爭的考驗Thepoorgirlhasgonethroughalotsinceherparentsdied.2.hideaway躲藏，躲避3.setdown寫下，記下=writedownIsetdowneverythingthathappenedthen.使…下車Thebusstopstosetdownthepassengers.4.series(單復同形)系列，連續(xù)Thereisatelevisionseries(連續(xù)劇)onthischanneleverynight.aseriesof+n(pl)一系列，一連串的aseriesofgoodharvests/questions/LongMarchmemorialstampsTherehasbeenaseriesofcaraccidentsatthecrossing.5.

be/get/growcrazyabout…Theboyiscrazyaboutskiing.Theteenagersarecrazyaboutthepopsinger.becrazytodosthYouarecrazytodosuchathing.Youarecrazytobuyacaratsuchahighprice.=It’scrazyofyoutobuyacaratsuchahighprice.6.

stay(linkv)+adj/nIstayedawakethroughthestormynight.Hestayedsingleallhislife.Theweatherstayedsultry.天氣持續(xù)悶熱。Stayseated!坐在那別動!7.onpurposeIthinkshelostthekeyonpurpose.8.inorderto=soastoHewenttotowninordertosellthepainting.=Hewenttotowninorderthathecouldsellthepainting.9.muchtoo+adj/advtoomuch(+un)=morethanenoughSheisafraidthatthetripwillbetoomuchforme.Hedoesn’ttalktoomuch.Thedressismuchtoolongforme.Thedriverstartedoffatonceanddrovemuchtoofast.It’smuchtoohot.10.dare1)具有情態(tài)動詞和一般動詞兩種用法。在肯定句中的dare,dares,dared之后，不定式一般加to。Hedarestodomostthings,buthedoesn’tdaretodothis.Hedaredtodothatandsomethingevenworse.2)在否定句中和疑問句中的dare之后，不定式一般不加to。Wecouldseehedarednottellthetruth.Dareshetellthemwhatsheknows?3)在用do或does構成的否定句和疑問句中,理論上雖然應當有to,實際使用卻經(jīng)常把to省略Howdareyousayso?Wedidnotdare(to)tellhimthathehadfailedagainthistime.10.atdusk11.happenvi.Whattimedidtheaccidenthappen?Nooneknowwhohadfiredthegun—itallhappenedsoquickly.sb.happentodosth.(似乎)碰巧=tobeorasifbychanceIhappenedtoseeheronmywaytowork.Ifyouhappentofindit,pleaseletmeknow.Ithappens/happenedthatclauseIthappenedthattheywentoutwhenIcalled.12.hold/havesbinone’spower控制住/擺布某人Thethunderingcloudsheldmeentirelyintheirpower.13.Itisthefirst/secondtimethat某人第一/二次做ItisthefirsttimethatIhavecomehere.ItwasthesecondtimethathehadbeentoEurope.14.facetoface面對面地，在句中做狀語face-to-face面對面的，在句中做定語Hisbossistalkingtohimfacetoface.Hisbosshavingaface-to-facetalkwithhim.Step8.Post-reading(comprehending2)Step9.DiscoveringusefulwordsandexpressionsCompletethefollowingsentences,usingwordsandexpressionsfromReading1)Shehasgrown_______aboutcomputergames.2)WasitanaccidentordidDaviddoiton_______?3)Fromthebeginning,Paulmadeitclearthathewouldbe______(完全地)incontrol.4)Heusedtowork_______eveninthemiddleofwinter.5)Justthe_______ofmorefoodmadeherfeelsick.6)Youhadbetterhavea_________talkwithhim.7)Borninapoorfamily,themanager_________lotsofhardshipsinhischildhood.8)Adiaryisoftenkeptto________whathappensinpeople’sdailylives.Stepaboutfriendsandfriendshiparemanyproverbsaboutfriendsandfriendship.Choosetheoneyouagreewithandexplainwhy,thenchooseoneyoudisagreewithandexplainwhy.Afriendinneedisafriendindeed.Friendsarelikewine;theolder,thebetter.Afriendtoallisafriendtonone.Thesamemancannotbebothfriendandflatterer(阿諛奉承者).Falsefriendsareworsethanopenenemies.Walkingwithafriendinthedarkisbetterthanwalkingaloneinthelight.2.Wehavetalkedaboutfriendsandfriendshiptoday,canyouwriteoneortwosentencestoexpressyourunderstandingoffriendsandfriendship.Step10.Homework:1.Interviewahighschoolstudent,abusinessman,apoliceofficerandahousewifetofindouttheiropinionsaboutfriendsandfriendship.Writeareporttoshareitwiththewholeclass.2.Describeoneofyourbestfriendsfollowingthewritingstyleofthispassage.Ending:Let’ssingthissongaboutfriendstogetherPeriod3Usefulstructures1．TeachingobjectivesLearntousedirectspeechandindirectspeech2.TeachingimportantpointSummarizetherulesofDirectSpeechandIndirectSpeech.3.TeachingdifficultpointLearnaboutthespecialcasesinwhichthetensesshouldn’tbechanged.4.TeachingmethodsDiscussing,summarizingandpracticing.5.PreviewGrammarP87DirectSpeechandIndirectSpeechproceduresStep1LeadinT:Inthelastlesson,welearnedAnneFrank’sstory.Sheistellingherstoriestotwoofherfriends—youandTom.Tomhassomethingwrongwithhisears,soyouhavetorepeatAnne’ssentences,usingindirectspeech.SometimesyouexplainTom’ssentencestoAnne.“Ihavetostayinthehidingplace.”saidAnne.→Annesaidshehadtostayinthehidingplace.“Doyoufeelsadwhenyouarenotabletogooutdoors?”TomaskedAnne.→TomaskedAnneif/whethershefeltsadwhenshewasnotabletogooutdoors.“Idon’twanttosetdownaseriesoffactsinadiary,”saidAnne.→Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiary.“Whatdoyoucallyourdiary?”Tomasked.→Tomaskedwhatshecalledherdiary.Ssgoonthistopicbythemselves.Step2GrammarT:Nowlet’slookatthesesentencesagain.IfwewanttochangeDirectSpeechintoIndirectSpeech,whatshouldbechanged?Ssdiscussbythemselves.Ss:sentencestructures,tenses,pronouns,adverbialsoftimeandplaceandverbsshouldbechanged.T:Quiteright.Lookattheformonthescreen.Thesearetherules.直接引語變成間接引語時，要注意以下幾點：人稱變化、時態(tài)變化、賓語從句要用陳述句語序。1.直接引語是陳述句，變成間接引語時，由連詞that引導。例如：Shesaid,"Iamveryhappytohelpyou."→Shesaidthatshewasveryhappytohelpyou.2.直接引語是一般/選擇疑問句，變成間接引語時，由連詞whether或if引導。例如：Heaskedme,"Doyoulikeplayingfootball?"→Heaskedmeif/whetherIlikedplayingfootball.注意：大多數(shù)情況下，if和whether可以互換，但后有ornot,或在動詞不定式前，或放在介詞后作連接詞時，一般只用whether。例如：Sheaskedmewhetherhecoulddoitornot.3.直接引語是特殊疑問句，變成間接引語時，由相應的疑問詞who,whom,whose,how,when,why,where等引導。例如：Mysisteraskedme,"Howdoyoulikethefilm?"→MysisteraskedmehowIlikedthefilm.4.直接引語是祈使句，變成間接引語時，把動詞原形變成動詞不定式，并在動詞不定式前加tell,ask,order等的賓語。例如：Thecaptainordered,"Bequiet."→Thecaptainorderedustobequiet.注意：此種情況的否定句，在動詞不定式前加not。Myteacheraskedme,"Don'tlaugh."→Myteacheraskedmenottolaugh.5.一些注意事項(1)間接引語一般要用陳述句的語序，即主、謂、賓的順序。例如：HeaskedLucy,"Wheredidyougo?"→HeaskedLucywhereshewent.Tomsaid,"Whatdoyouwant,Ann?"→TomaskedAnnwhatshewanted.(2)直接引語是客觀事實、普遍真理等，變成間接引語時，時態(tài)不變。例如：Theytoldtheirson,"Theearthgoesroundthesun."→Theytoldtheirsonthattheearthgoesroundthesun.(3)直接引語變間接引語時，指示代詞、時間狀語、地點狀語等要作相應的變化。例如：Hesaid,"Ihaven'tseenhertoday."→Hesaidthathehadn'tseenherthatday.注意：如果轉述時就在原來的地方，就在說話的當天，就不必改變指示代詞、時間狀語、地點狀語等。DirectSpeech IndirectSpeechPresent pastPast pastandpastperfectPresentperfect pastperfectPastperfect pastperfectPresentcontinuouspastcontinuousStep3practiceT:TurntoPage5.Pleasechangethefollowingdirectspeechintoindirectspeechandindirectintodirect.“I’mgoingtohidefromtheGermans,”Annesaid.“Idon’tknowtheaddressofmynewhome,”saidAnne.“Icannotaskmyfatherbecauseitisnotsafetoknow,”shesaid.“Ihadtopackupmythingsveryquickly,”thegirlsaid.“Whydidyouchooseyourdiaryandoldletters?”Dadaskedher.Mumaskedherif/whethershewasveryhotwithsomanyclotheson.Margotaskedherwhatelseshehadgot.Anneaskedherfatherwhentheywouldgobackhome.Anneaskedhersisterhowshecouldseeherfriends.askedAnnewhyshehadgonetobedsolatenightbefore.Step4AgamePlayaguessinggame“whoismysecretfriend?”O(jiān)nestudentcomestothefrontwithhispartner.Thereststudentsaskhimquestionswhilehispartnerchangesthemintoindirectspeech.Intheend,thepersonwhohasguessedtherightanswercancometothefronttotaketheplaceofthefirststudent.Sothegamegoeson.Suggestedsentences:Canyourfriendspeak?Whatdoeshe/sheweartoday?Ishe/shetallorshort?Whatdoyouandyourfrienddoinyourfreetime?Doyouquarrelwitheachother?...Step5HomeworkDoExercise1onPage42.HereisanotherpageofAnne’sdiary.Readitthroughandthenuseindirectspeechtoretellthestory.Period4Words&Expressions1.Teachingobjectives:Tolearnaboutsomenewwordsandexpressionsoutdoors,upset,ignore,loose,series,dusty,addup,calmdown,beconcernedabout,gothrough,facetoface,fallinlove….2.Teachingprocedures:Step1Findthewordorexpressionforeachofthefollowingmeaningsfromthetext.Step2Completethispassagewithsomeofthewordsandphrasesabove.Step3StudyinglanguagepointsStep4PracticeCompletethesentencesandtranslatethemintoChinese.Lookatthepicturesbelowandmakesentenceswithsuitablephrasesorexpressionsyoulearnedfromthisunit.Step5SummaryStep6HomeworkPeriod5ReadingListening&Speaking1.TeachingobjectivesTopractisestudents’listeningability.Topractisestudents’speakingskillsofhowtoofferadvice.Toimprovestudents’cedureStep1Reading:Thinkaboutthefollowingquestionsandgiveyourideasaboutthem.Step2ListeningBesidesyouLisaalsoasksMissWangofRadioforTeenagersforhelp.WhatadvicedoesMissWanggivetoLisa?Let’slistentowhatsh