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Unit 1 Good Friends
Teaching objectives and demands:
The activity is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.
Ask the students to describe a good friend and give examples of situations where friends have helped them. Use the activity as a brainstorming session done either in groups or with the whole class.
Language use: Manipulate listening, speaking practice
Key points:
1. Everyday English for communication.
2. Words and useful expressions
The First Period
Step 1. Warming up
 Students are asked to describe themselves and a friend. You can use these questions in at least two different ways. One alternative 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 students 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 friendship.
Which words can be used to describe the characteristic?
Brave: courage fearless heroic
Scared : astonish  fearful  frightened  horrified  shocked terrified timid
Loyal: devoted  faithful
Wise: bright   clever  cute  gifted  intelligent  smart   well-learned    witty
Foolish: silly  stupid
Beautiful: attractive  breath-taking  charming cool cute  elegant  eye-catching good-looking
graceful   inviting  lovely   neat  pretty   splendid  stunning
Rich:   wealthy   plentiful
Funning:  amusing   humorous
Happy:  carefree   cheerful contented  delighted  glad  high  merry  pleased
Unhappy: bitter blue discouraged  displeased heavy  miserable  sad  upset
Step 2. Listening
The students will hear friends discuss common problems that may occur in a friendship. The students are asked to identify the problems and suggest solutions. 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 arguments between friends and are asked to write down the problems and suggest possible solutions. It may be necessary to divide the task into two parts; first the students 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 solutions with the whole class.
Key
1.Peter is often late for football practice. I think that he should try to be on time in the future.
2.Mary usually borrows things without asking and she doesn’t return things on time. She should ask the owner is 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  the students are asked 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.
Workbook P85
Listening
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 solutions mentioned on the tape and to think of other solutions.  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 rumors?
Listening text   Everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems 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 because they are angry, they often find it difficult to apologize 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 rumor is simply to keep it to yourself — don’t tell anyone.
Answers to Exercise 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.
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.
Problem: Some friends don’t know how to keep secrets.
 Solution: Keep your secrets to yourself.
Step 3 Speaking
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. Tell the students to work in pairs. Ask the students to complete the chart on page 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.
P3  work in pairs
Name John Steve Peter Ann Sarah Joe
Age 15 14 15 16 14  
Gender boy boy boy girl girl boy
Likes football/ reading singing skiing reading rock music computer singing computers rock music dancing reading novels football singing rock music skiing surfing the Internet
Dislikes singing rock music computer hiking football rock music football classical music dancing hiking classical music reading rock music dancing computers football hiking
Extension  The students  are asked to make a list of famous people or people they know. The students then use the list to identify likes and dislikes and characteristics and try to determine who could be friends.
Step 4. Talking  Workbook P85
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 fourth situation, prepare role cards for it, and act it out. Let the students role-play in pairs. Remind 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 modeling part of a situation. 
Extension  Friends often help each other. Ask the students 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 out in pairs.
Step 5. Homework
(1) Finish off the exercises of  Unit1 in the workbook.
(2) Revise the key points of this unit.
(3)List the friend they get to know in class and write down some thing they want to know.
Evaluation of teaching:
The Second Period
Teaching objectives
1. Develop the students’ comprehension of explorative passages, especially their ability of analyzing the structure of such kind of articles.
Offer the students chances of self-culture by working in groups and seeking information about the film out-
side the class.
3. Infuse the students with basic knowledge about the friend and friendship
4. Learn some words and useful expressions from the text.
Teaching Approach
1.Communicative Approach should be used throughout the class. Stress should be laid on:
2.Learner-centeredness; learning-centeredness
3.Task-based learning
4.Activity-based teaching (class work; individual work; group work)
Teaching type: Reading comprehension
Teaching Procedure
Step 1. Report in class  A student is asked to report something interesting he or she picks up from newspaper or magazines.
Step 2.Review and check  Ss have a word dictation and check their homework in workbook
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.
Step 3 Pre-reading   Ss are asked to listen to the tape and find the things they are using or talking about.
Practising  on P87  vocabulary
1  “The books are too heavy! I think it’s going to break.”
2  “Oh no! I forgot where I put it! I have written down all the important phone numbers.”
3  “Yum! 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.
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   10 movie
Get the students to think about what it would be like to be alone on a deserted island. The activity is not direct linked to a reading strategy or a structure in the reading, but is intended 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 opinions and making decisions.
Explain the situation to the students and give them time to think about what they would bring. The activity should generate different choices and opinions, thus making it a good opportunity for discussion. Tell the students to work in groups. Ask them to describe 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. Encourage the students to use the structures I think… because…/ 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.  e.g. 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. 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 forget 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 rescued? Extension 4 After the discussion, you can ask the students to consider the similarities and differences between spiritual and materialistic needs, i.e. the things we need and the social interaction we need.
Step 4 Reading Listen to tape and finish the following items
CHUCK’S FFRIEND
Background information on the reading :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 volleyball he calls Wilson.
Guess the meaning of a word or phrase in the text, tell them to mark the word or phrase. 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.
Suggestion for teaching some of the vocabulary of the reading text:
Item  Strategy What it means
What is the text about? CLUES The picture shows a man who lives like a wild man, alone. He has to take care of himself. The title says that the text is about Chuck’s friend.
What is the text about? WORLD KNOWLEDGE If I look at the picture and read the story, I may recall other stories about a man living alone on an island, e.g. Robinson Crusoe. In those stories, the man has to learn to find water and food and take care of himself.
What kind of words will be used? GENRE The reading passage is a sort of film review, so I can guess the text will use words about stories, characters, acting and perhaps unusual things that do not exist in the real world.
Cast Away CLUES Form) + SKIP + CLUES (Context) +LOOK UP The words are in italics, so I know that it must be the name of a film or a book. I can probably skip the word and look it up in the dictionary later. If I read the text I will learn that the film is about a man who has to live alone on an island, away from his friends, because of an accident, so I can guess that “Cast Away” refers to the man in the story and his situation. The dictionary says to be left alone on an island after your ship has sunk.
play GENRE +
CONTEXT Tom Hanks is a famous actor. He “plays” a man named Chuck Noland in the film Cast Away. I can guess that plays means acts.
survive CONTEXT +WORLDKNOWLEDGE When airplanes crash (fall down), most people die. If, like Chuck, they don’t die, they go on living, so I can guess that to survive means to go on living.
deserted CONTEXT The text tells me that Chuck lands on a deserted island. The text also tells me that there are no people on the island, so I can guess that a deserted place means a place where there are no people.
challenge CONTEXT The text tells me that there are different challenges in Chuck’s life — he has to collect water, hunt for food, and learn to survive without friends. I can guess that a challenge is something difficult that you have to do.
share CONTEXT +
LOOKUP I know that I like to talk to my friends when I am happy or sad. If I am sad, talking to a friend makes me feel better. I can guess that “to share” happiness or sorrow means something like “tell others about how I feel” or “make others understand how I feel”. The dictionary says that share means to have the same interest or feeling as someone else.
unusual FORM I know that usual means “something that happens all the time” or “normal.” If I know that the prefix “un-“ means not, I can guess that unusual means not normal or strange.
such as CONTEXT A lucky pen and a diary are examples of favourite objects, so I can guess that such as means for example or “like.”
Summary     Ask them to look at the picture and ask one student to point to the picture and retell the main idea of the text.
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 island. In order to cope with his loneliness, Chuck develops a friendship with a volleyball he calls Wilson.
3   Five years’ 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 we should behave.
Step 5 Post-reading  Exx on Page 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?
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 himself. He realizes that…)
3  Open for discussion. The students can list basic survival skills.
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.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?
Step 6 Language study   Key to “Word study”:
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 to/ so as to   10 smart 
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.
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.
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 process will help them develop strategies and skills that they can use when they encounter new words. The teacher is responsible for providing guidance and assistance. Give the students time, help as little as possible and in a gradual way. Try to model and encourage positive behaviour—the best way to help is to provide clues and examples. If you “explain” the word or simply translate it, you are not giving the students an opportunity 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 context. 
Unit 1 背景材料：Cast Away 荒岛余生
汤姆•汉克斯曾以《费城故事》和《阿甘正传》连续两度获奥斯卡最佳男演员奖殊荣，为自己和别人树立了两座高不可攀的丰碑。经历了一段时间的低潮后，他又再度与赞米基斯（《阿甘正传》的导演）合作，凭借《荒岛余生》一片获得第七十三届奥斯卡最佳男演员奖提名。可惜的是，此奖颁给了罗素•克罗（《角斗士》）。据说，奥斯卡评委们是不会让同一个人在十年之内三度称帝的。但汤姆•汉克斯的演技可以说无可挑剔。为演好此角，他甚至将体重减少了几十斤。如果你有兴趣，可以找来此片一睹被遗弃荒岛前后判若两人的汤姆•汉克斯的模样。
Chuck Noland, who lives in Memphis, is an operation manager at FedEx, an express mailing company. He is hardworking and particularly time-conscious.1 He believes that time is everything: cosmos,2 fortune and misfortune; time is also capable of doing everything, creating and destroying human beings. He has a girlfriend named Kelly Frears, who works at a chemical lab. They love each other very much, though Chuck travels a lot and rarely stays at home. It is Christmas season now. Chuck gets back home and Kelly is very happy to see him. However Chuck is so tired after his business trip to Russia, he is fast asleep when Kelly turns off TV and is about to go to bed.
On Christmas Eve, Chuck, Kelly and his family are having dinner when Chuck's pager3 rings. Another assignment comes. Kelly does not like to see Chuck leave as it is Christmas time now. But Chuck has to go and promises to be back on New Year's Eve. Seeing Chuck off at the airport, Kelly gives him an old watch, inherited from her grandfather, with her photo in it. Chuck is moved and tells Kelly that he will hold on to it for the rest of his life. Then he gives Kelly a small pretty box, saying that this is something special for her and she shall open it on New Year's Eve.
On the way to his destination, the plane Chuck is flying on crashes in the sea due to a heavy storm and a mechanical failure. Fortunately Chuck survives and climbs onto a lifeboat4 after the crash. He still manages to get hold of the watch Kelly gives him.
It rains heavily. Chuck's boat is pushed ashore by waves and lands on a small island the next day. Now the two things he has, Kelly's watch and the pager, are his only possessions. He does not know where he is. There is nobody, not even animals. Chuck writes HELP on the beach with tree trunks. That night Chuck hears strange sound coming from the nearby trees. In the following days, hungry and thirsty, he collects FedEx parcels pushed ashore by waves. Suddenly he hears the strange sound again. He is terrified but then surprised to find the sound is from fallen coconuts.5 The struggle of opening them starts. After trying different ways for a long time, he finally is able to taste his first fruit of success.
One day, climbing onto the top of the mountain on the island, Chuck finds that it is a small and uninhabited island. All of a sudden he spots a man's body near the beach. It is one of the crew.6 Chuck pulls it ashore. With a mixed feeling of fear and sympathy, he hesitantly takes off the man's shoes and flashlight before burying him.
One night in the darkness, he finds a light from afar. It must be a ship. Chuck is very excited and he uses his flashlight for SOS signal. But it is of no use. The light is too weak to be noticed by people on the ship. The following day, Chuck tries to row the lifeboat to the ship. However, big waves turn his lifeboat upside down， and to make things worse, he is injured on the leg. That night there is a heavy thunderstorm. Chuck has to hide himself in a cave. He forgets to turn off the flashlight and the battery runs off.
As the hope of being saved is getting less and less, he faces challenges of survival. An idea strikes his mind, and he opens every and each parcel. Videotapes are thrown away and so are important commercial contracts and documents. A pair of skating shoes, a nightgown,7 and a volleyball are kept. The blades8 are used as knives for cutting, and the nightgown as fishing net. As for the volleyball, Chuck uses his blood to draw a man's face on it and names it "Wilson" who gives him spiritual comfort. He begins to talk to the "man" he has created and Wilson has become his company.
Next he has to start a fire. Without fire, he has not had any food or hot water for days except eating live fish and drinking rainwater and coconut juice. He gets some wood and works on it for a long time. He almost loses his hope until he discovers that air is important to start a fire. He drills the wood in the middle with a stick while blowing some air in between the two pieces. When a fire is finally made, Chuck sings and dances like a tribesman,9 happy for the first time after landing on the island. He has his first meal, a cooked crab.
Four years later, Chuck becomes an experienced primitive man. He still keeps his girlfriend's photo in his cave. Beside the photo, there stands another companion of his for those lonely years—Wilson. Chuck is so used to talking to Wilson, the volleyball, that he regards as his best friend. Once he throws away Wilson in anger and despair but only finds himself more lonely and desperate. So he searches for it and is very excited to get it back. Then he paints Wilson's face with his blood again so that Wilson has a new face.
One day, he finds a part of the plane on the shore, which gives him an idea. He cuts down the biggest tree on the island and makes it into a man's sculpture. He pulls it up to the highest point of the island and erects it there. Then he plans to build a raft and starts working on it.
Chuck at last completes his grandiose10 project and begins to row towards sea with his dear friend Wilson. At the moment of leaving his island on which he has lived for four years, a sense of sadness overwhelms11 him. He has somehow a special attachment to the island, feeling like leaving his sweet home.
On the journey to get back to the human world, he experiences dangers of sharks, thunderstorms, and despair of losing his best and only friend Wilson who accompanies him for the past terrible years. How many days have passed, he has no idea. One day, a large ship passes by and Chuck is finally saved.
However, his return is not a happy one. Kelly is married and has a daughter. She is so confused and lost about his return that it is hard for her to accept a man who has been “dead” for four years. Besides, her husband tries to convince her that not to see Chuck is in everyone's interest.
One rainy evening, Chuck cannot resist any longer the desire to see Kelly again. He goes to Kelly's in a taxi and knocks on her door. When Kelly shows him their car they used to drive, which she kept for all those years along with all their sweet memories, they are getting so emotional that they kiss each other. But Chuck cools down and asks Kelly to go back home.
Now Chuck comes back to his old self and starts working again. Having delivered the last parcel he has kept from the island, he suddenly senses a new beginning in his life.
1. time-conscious: 时间观念很强。 2. cosmos: 宇宙。3. pager: 传呼机。4. lifeboat: 救生船。5. coconut: 椰子。
6. crew: 全体机组人员。7. nightgown: （妇女的）睡衣。8. blades: （冰鞋的）冰刀。9. tribesman: 部落人。
10. grandiose: 宏大的。11. overwhelm: 使受不了，使不知所措。
Excerpts
Chuck Talks to a Friend about His Experience and Feeling on the Island
"We both had done the math, and Kelly added it all up. She knew she had to let me go. I added it up, knew that I'd lost her. 'Cause I was never gonna get off that island. I was gonna die there, totally alone. I mean, I was gonna get sick or get injures. The only choice I had, the only thing I could control was when and how and where that was gonna happen. So I made a rope. And I went up to the summit to hang myself. But I had to test it, you know? Of course. You know me. And the weight of the log snapped* the limb of the tree. So I-I-I couldn't even kill myself the way I wanted to. I had power over nothing. And that's when this feeling came over me like a warm blanket. I knew somehow that I had to stay alive. Somehow I had to keep breathing, even though there was no reason to hope. And all my logic said that I would never see this place again. So that's what I did. I stayed alive. I kept breathing. And then one day that logic was proven all wrong because the tide came in, gave me a sail. And now, here I am. I'm back in Memphis, talking to you. I have ice in my glass. And I've lost her all over again. I'm so sad that I don't have Kelly. But I'm so grateful that she was with me on that island. And I know what I have to do now. I gotta keep breathing. Because tomorrow, the sun will rise. Who knows what the tide could bring?"
Step 7  Language points  Now read the text and explain the following language points if necessary.
practise
e.g. We practiced pronouncing the sound again and again.
e.g. Don’t forget to practise after class.
e.g. I practise playing the piano every day.
What’s… like?
e.g.--- What is the play like?---Wonderful.
e.g. He seems like an honest man.
make sb /th sb/adj./prep…
e.g. A good friend is someone who makes me happy.
e.g. Annie made her diary her best friend.
e.g. They made me repeat the story.
e.g. What made you think so?
e.g. He raised his voice to make himself heard.
nor//so倒装 +do/does/should/has…+主语
nor 表示否定意义,用肯定形式.
e.g. I don’t know, nor do I care.
e.g. His brother doesn’t like soccer, nor does he.
So 表肯定意义,用肯定形式
e.g. Rock music is OK, and so is skiing.
e.g. They had a good time last night, so did I.
So it is/was with +主语
e.g. Marx was born in Germany and German was his native language. So it was with Engles.
e.g. John likes Chinese but he is not good at it. So it is with Mary.
bore, bored ,boring
e.g. He bored us all by talking for hours about his new car.
e.g. She bored with her present job.
e.g. Jimmy could never understand why so many people found golf boring.
interest ,interested, interesting
e.g. She has much interest in music and dance.
e.g. I don’t know what interests him indeed.
e.g. I found him greatly interested in poems.
e.g. I don’t think the joke interesting enough.
alone, lonely
e.g. I was alone in the room.
e.g. He feels quite lonely sometimes. Because he has no friends.
e.g. They brought him into a lonely house.
e.g. Crusoe felt lonely when he was alone on the lonely island.
regard …as
e.g. We regarded their pets as members of their families.
e.g. We can’t regard the matter as settled.
Step 8. Homework
workbook  P88 Reading  Many-flavored friends.
Revise the key points of this Unit.
Evaluation of teaching:

The Third Period
Teaching aims and demands
The students are asked to master the Grammar :Direct Speech and Indirect Speech
2. Integrating Skill: reading
3. Oral practice: manipulate oral practice relevant to the reading material.
Key points: grammar and reading
Teaching methods: Reading —Sentence structure----explanation
Teaching procedures:
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points of the previous lesson.
Step 2. Presentation  To ask the Ss pre-writing the following sentences and check them in class.
1.“Today is Thursday” the teacher said.
2. “I’m going to play football.” Tom said.
3. “He lived in New York” Tom told me.
4. “The moon foes around the earth.” he said.
5. “He wanted to go out for lunch today.” his father said..
6. “He has been here for six years” Mr Li told me.
7. “ I will be here for one year.” I said to Mr Li.
8. “You come here quickly.” he ordered.
9.She said to me, “I will ask for some paper”.
10.They asked: “Why did you come here so late?”
Step 3. Grammar  Direct Speech and Indirect Speech
Brief explanation of “Direct Speech and Indirect Speech” (1): Statements & Questions
* 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 information about the speaker and the situation.
e.g. “I had a great time at the picnic,” she told her mum.
      (the direct speech)            (the 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 subject 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 got a new e-pal. He is from Germany.”
    “I got a new e-pal,” Jane said / said Jane / she said, “He is from Germany.”
    “I 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 perfective past perfect
past perfective past perfect
e.g. “I’ll take care of you,” Chuck said. à Chuck said he would take care of him.
   “Did you get e-mails from your friends?” she asked. à She asked if I had got e-mails from my friends.
   “Have you got any e-mails from your parents?” she asked. à She asked if I had got any e-mails from my parents.
*When you use Indirect Speech to report what someone 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?”à Wilson asked how long you had been here.
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?” Sara’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. 
Step 4  Post-reading : 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 2:
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.
Step 5 Workbook  :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 Students’ Club 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)I 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 / said.
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 said.
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 Indirect Speech into Direct Speech.
1  Hu Ming, the manager says that they run that restaurant to make friends.
2  “We are unhappy about this,” the students’ parents 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.
 Step 6 Homework
Finish off the work in work book
change the 10 sentences into indirect speech
Try to write a news story in about 100 words on page 88
Revise the grammar on page 178 to page 180
Evaluation of teaching:
The Fourth Period
Teaching aims and demands
Integrating Skill
Grammar and writing
Get the students to write an email
Key points: 1. Useful expressions;  2.writing   3.grammar 
Teaching methods: Written practice and grammar.
Teaching procedures
Step 1. Revision
(1) Check the work exercises.
       (2)A test for unit 1
To get the students to Review the grammar and write the passage on page 88
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 unhappy 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 Bar”
Step 2. Integrating Skill
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 friendship. What problems might arise? How could they be solved? (The students can refer to the listening activity).
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 Answers may vary.
6 You can make friends with people from other countries by reading e-pal/pen pal ads in newspapers or on the Internet.
7 One of the advantages of having friends in other countries is that you can learn more about the world. You can also learn more about other languages and cultures. 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; friendship is a two-way relationship and it takes work and patience to develop a good friendship. 
Step 3  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 similar assessment tools are simple to use and have a positive effect on the students’ learning and learning habits 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 attention to their learning strategies and set better goals. Once the students are used to the format and expectations, you can use the learner log and other assessment activities in combination with discussion and goal-setting activities.

Step 4. Post -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.
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.
Step 5. Homework
(1) Finish off the exercises in the workbook.
(2)Write an email into my email-box.
Summary the key points in this unit
Evaluation of teaching:

The Fifth period   Students have an  Integrating examination
The Sixth period   Teachers comment the examination and Review the unit.