1、Unit 1 FriendsIntegrated skillsPart AObjectives1. To listen for and identify specific information2. To interpret information and obtain a general understanding of the people involved in a conversation.3. To respond to written text and information obtained from listening.4. To select specific and rel
2、evant details, to consolidate information and complete two letters to the editor of a magazine.Background informationIn this section, Millie and Sandy are each writing about their own hopes for the future to Mr. Zhou, the editor of Teenagers magazine. Before writing their respective letters, they di
3、scuss their future plans with their friends, Amy and Kitty.Teaching procedures1. Ask less able students to read the list of future plans before playing the recording. Check understanding. Encourage more able students to guess the meaning of phrases.2. Invite students to talk about their own and thei
4、r partners future hopes.3. Play the recording. Students listen to the recording and put a tick next to each correct phrase as they hear it. Ask them to read the phrases they have ticked to check the correct answers.4. If many students have got wrong answers, play the recording again. Stop the record
5、ing after each phrase listed in Part A1 if necessary.5. For stronger classes, ask students to read Millies letter addressed to Mr. Zhou, the editor, on their own. For weaker classes, read the letter together with the students. Check general understanding of the letter and explain words and phrases i
6、f necessary. Ask students to read the list of phrases in Part A1 again and use the information to complete the letter.6. Read the completed letter or ask a student to read it to check the correct answers.7. For stronger classes, play the recording for Part A3 and ask students to complete Sandys lett
7、er on page 13 on their own. For weaker classes, go through the list of phrases in the table on page 12 again before playing the recording. Read the incomplete letter and check that students understand all the words.8. For weaker classes, you may want to ask students to close their books and listen t
8、o the recording. Then check general comprehension of the conversation by asking questions such as “Are Sandy and Kitty going shopping this weekend? Why not? Whats Sandy doing to do next month? What does she love doing? What does she hope to become when she grows up?” Then play the recording again an
9、d ask students to complete Sandys letter. Allow less able students to check spelling of words in the table on page 12. 9. Read the completed letter or ask a student to read it to check the correct answers.Extension activities1. Divide students into pairs and invite them to talk about their own futur
10、e hopes and/ or plans. Write down some useful questions for students to ask each other, e.g., What would you like to be/do?, What do you hope to become when you grow up?, What kind of person would you like to be?, ect.2. If time allows, ask students to write a letter about their own future hopes and
11、/ or plans using one of the letters as a model. Add the letters to the display of group survey.Pat BObjectives1. To use adjectives to describe friends and young people2. To formulate questions about peoples personalities3. To respond to questions about peoples appearance and personalities4. To show
12、agreement and confirm information5. To interact with others in a familiar contextBackground informationExplain the common context of introducing and describing friends to other people while showing their photos. Sandy and her cousin Helen are looking at Sandys photo album with photos of her friends.
13、 Helen is asking Sandy questions about her friends and Sandy is describing them.Teaching procedures1. For stronger classes, tell students to close their books and listen to you while you read the conversation. For weaker classes, allow students to follow the conversation in the book. Read the conver
14、sation line by line focusing on intonation and sentence stress. Ask students to underline words that are stressed.2. Ask students to repeat the sentences as thy hear them. Make sure they so not sound monotonous or mechanical. If they have problems pronouncing particular words, practice the words sep
15、arately first.3. Ask students to practice the conversation in pairs and then change roles. Ask more able students to role-play the conversation in front of the class.4. Ask students to bring photos of their friends. Invite more able students to show their photos while you ask them questions such as
16、Who is the boy/ girl on the left/ right/ in the middle/ next to? Whats he/ she like? What would he/ she like to be when he/ she grows up? Students who do not have any photos to show can draw simple pictures to their friends.5. Divide students in to pairs and invite them to ask each other questions a
17、bout the people in their photos. Ask students to make up their own conversations based on the model. For less able students, allow them to write down their conversations first before role-playing them.6. While students are practicing the conversation in pairs, move around the classroom providing help with correct pronunciation and fluency.学优中考，网
