高一英语必修2第一单元阅读课教学设计及反思

         Reading  In search of the Amber Room

一、教学目标

（1）知识目标：让学生了解琥珀屋的历史，熟悉本课的重点词组和句型。

（2）能力目标：提高学生的阅读能力，即形成快速获取信息和处理信息的能  力。

（3）情感态度目标：通过自主学习和合作学习，培养学生热爱文化遗产﹑保护文化遗产，尊重人民智慧的意识。

二、教学设计

（1）教学思路

   整个教学过程以“  以学生学习主体，教师教为辅”的设计理念，采用设置任务和小组讨论的形式组织教学，将学生的自主学习活动作为课堂的主体，引导学生完 成学习任务。

（2）课前准备：要求学生利用阅览室和网络收集有关琥珀屋以及世界著名文化遗产的信息资料，并预习课文 In search of the Amber Room。完成课后练习一和练习二，以便更好地解读课文。

三、Teaching procedures

Step I  Lead-in (two minutes)

Show the four pictures about 1.埃及金字塔. the Great Pyramid in Egypt，图 2 . 中国万里长城 the Great Wall in China，图3.紫禁城 the Forbidden City in China，图4.英国史前巨柱Stonehenge in England, then please Ss say their English names.

[设计说明]使用多媒体播放图片，形象、直观、生动，能吸引学生的注意力，激发学生的兴趣。同时，对学生的课前预习有所了解。

  StepⅡ Skim the reading passage and then answer.(six minutes)

Skimming the text quickly, then answer questions:

①、Why is it called the Amber Room?

②、Check Exercise One and Exercise Two on Page2 of the Students’ Book .

Exercise One

1.Frederick         A. stole the Amber Room.

2.Frederick William  B.Ⅰsent a troop of his best soldiers to the king of Prussia.

3.Peter the Great     C.  had the Amber Room made

4.Catherine Ⅱ       D. had it moved outside St Petersburg.

5.The Nazi army       E. gave it to the Czar as a gift.

6.The Russians and Germans      F. built a new Amber Room

 Exercise Two

How did the Amber Room become one of the wonders of the world?

How was a new Amber Room built?

How did the Amber Room get lost?

How was the Amber Room made?

Why did the king of Prussia give the Amber Room to the Czar of Russia as a gift?

[设计说明]通过课后练习一，对本文出现的人物及相关历史事件的配对练习，以及课后练习二，对段落和各段落大意的配对练习，检查学生对全文内容的理解情况，培养学生学会快速捕捉文章表层信息的能力，从而进一步理解文章的中心内容,为下一道判断正误题打好基础。

  ③、Do the“ True”or “False”exercise.

(   ) 1. The Amber Room was made for a short time.

(   ) 2. Catherine II didn’t like everything about the Amber Room when she first saw it.

(   ) 3. The Amber Room was taken to Konigsberg and hidden there in 1941.

(   ) 4. The Russians didn’t care about the Amber  Room.

(   ) 5. The Russians have known what happened to the Amber Room  and have made a new one.

[设计说明]通过判断正误题，有效地检查出学生的理解结果，而教师对错误答案的订正更有效地帮助学生理解课文。

 Step Ⅲ Careful Reading (18分钟).

 Listen to the tape, and get the students go through the whole text paragraphs, let the whole groups discuss and answer these questions:

Paragraph One，please fill in the blanks

Paragraph Two

Q1、Was the Amber Room made to be a gift?

Q2、Why did the King of Prussia give the Amber Room to the Czar of Russia?

Paragraph Three

Q1、Who had the Amber Room moved outside St. Petersburg?

Q2、What did she do with the Amber Room?

教师启发学生理解Later, Catherine II had the Amber Room moved to a place outside St. Petersburg (where she spent her summers)

[设计说明]要求学生回答问题的同时，注意重点词组，句型的掌握，关注重点语法定语从句在文中的运用。

Paragraph Four.

Q1、When did it get lost?

Q2、Were the Russians able to remove the Amber Room?

    What happened to the Amber Room?

Paragraph Five.

Q1、Who rebuilt the Amber Room?

Q2、How was a new Amber Room built?

以上问题的设置立足于课文内容，但又不局限于课文，引导学生学习新知识时能配合其中的趣味性和导向性，培养学生的问题意识，激发其探究动机，使其产生明确而强烈的学习期待心理，从而促使学生学习的热情有增无减。同时教师指导学生在阅读文章时注意欣赏文章中的优美语句，在日后的写作中可以借用。

Step Ⅳ Post-reading （9分钟）

Get the students to summarize the reading passage by filling in blanks.

Frederick Ⅰ had the Amber Room made for his palace. But the next king, Frederick William Ⅰ, _________ the amber room __________, gave it to the Czar as a gift.___________, the Czar ____ him ________ of his best soldiers. Later, Catherine Ⅱ had it ______ outside St Petersburg. She asked her artists to ____ more details ___it. Then, the Amber room was __________one of the wonders of the world.

In September 1941, a time when Germany and Russia were _______.The Nazi army _____ the Amber Room. After that, what happened to the Amber Room remains _________. Recently, the Russians and Germans ________________Amber Room after __________ old photos of the ________ Amber Room.

[设计说明] 让学生在教师的帮助下，根据全文，能熟练掌握并且灵活运用本课学到的词组、单词，实现自如表达语言的愿望。让学生对自己的学习进行初步的评价，有利于培养学生自主学习和探究学习的能力。教师核对完学生的答案后，让学生齐声朗读summary, 强化对课文的理解和记忆，同时培养学生热爱朗读的良好习惯。

StepⅤ：Show four pictures about a foreigner picking up rubbish on the Great Wall.

Let Ss discuss in groups : Is it worth rebuilding cultural relics such as Yuan Ming Yuan in Beijing?     

 [设计说明]闻名世界的“万里长城”的保护现状不容太乐观，有些长城砖被损甚至遗失，长城上常有游客随意抛弃垃圾，图片上显示的口号：Take nothing but photos, leave nothing but footprints！（除了带走照片，其它的别带走，除了留下脚印，其它的别留下！）不仅道出所有爱护文物者的心声，也使每个游客必须遵守的行为准则。通过小组讨论，要求学生能熟练运用以下句型，发表自己的观点。

I think/ don’t think that…

As far as I’m concerned,

In my opinion/view…

Step ⅥHomework

Find out important expressions and drills. Meanwhile, underline the Attributive clause in the reading passage.

教学反思

本节课的成功之处有以下几点：

1、本节阅读课在多媒体辅助下，课堂教学安排时间紧凑，合理教学容量大。导入能与课文息息相关，让学生了解中外的文物。

2、创设了各种问题情境，吸引学生的注意力，营造宽松、愉快、生动活泼的学习氛围，合理安排教学时间，引导和启发学生思考讨论，充分理解本课的主旨和各段落大意，有效地完成教学难点﹑重点等活动任务。

3、师生、生生互动性强，活动形式多样化，有个人活动，同伴活动和小组活动。4、本节课通过整体阅读（泛读），分段落阅读（精读）分组讨论来设计，教学过程体现了层次性和任务型教学的有效性。教师遵循教育心理学中有意注意和无意注意互相转换规律，精心设计教学中的每个环节。上课之初教师采取措施，例如：通过多媒体播放图片，把学生从课前玩耍的无意注意转移到本节课上来，对新的一节课形成有意注意。在课的结束时，提出明确要求，让学生保持有意注意，然后布置作业。

然而，我也存在着一些问题，自身还有很多不足之处和需要学习改进的地方：

1.  在备课时，对学生的水平把握的不够。今后应站在学生的角度思考，充分发挥学生的主动性。

2.  在启发学生思维方面做的不够。

3.  应多培养学生探究性学习能力，应用“以学生为主体的”英语教学模式。

第二篇：高一英语(必修一)第一单元第一课时 Unit 1 Friendship 教学设计

高一英语（必修一)第一单元第一课时 Unit 1 Friendship 教学设计

Unit 1 Friendship

Teaching goals:

*语言知识 1. to talk about friends and friendship, and interpersonal relationship

2. to practise expressing attitudes, agreement and disagreement, and certainty

3. to master some sentences about giving advice

4. to learn to use the Direct Speech and Indirect Speech(1): statements and

questions

5. to learn about communication skills

*语言技能和学习策略

1. to develop listening skills by doing exercises in listening task

2. to develop speaking skills by finishing the speaking task and other activities like

discussion and oral practice

3. to develop reading skills through the reading materials in this unit

4. to learn to write a letter of advice

*文化意识

1. to know about friend and the real meaning of friend

2. to learn how to get along with others

*情感态度 1. to arouse the interest in learning English

2. to learn to express their feeling of friends and friendship

Teaching key points: 1. how to improve students’ speaking and cooperating abilities 2. learn to use the Direct Speech and Indirect Speech(1):statements and questions

3. master some words and expressions

Teaching difficult points:

1. train the students’ speaking, listening, reading and writing abilities

2. how to improve students’ cooperating abilities Teaching methods:

Student-focus approach and task-based approach

Learning methods:

Cooperative study

Teaching aids:

Computer

The First Period (Warming up &Speaking)

Teaching aims:

1. to know about different kinds of friendship 2. to learn some words of describing friend and friendship

3. to master some useful words and expressions

Teaching methods:

1. discussing

2. cooperative learning

Teaching materials: Warming up

Teaching procedures:

Step One: Leading-in

1. Free talk: Something about friend and friendship Ask the Ss to describe one of their friends----their appearance, personality, hobbies, etc.

Qs: What’s your friend like?

What does he/she like to do in his/her spare time?

What personality does he/she have? Step Two: Discussion

1. Writing the following statement on the blackboard

We all agree that to have a good friend , you need to be a good friend.

1. Ask the Ss:

What do you think of this statement and how can you be a good friend?

Let the Ss express their views

3. Have the Ss get into groups of four to list some qualities of a person they would like as a friend.

Ss may list: honest, friendly, open-minded, generous, helpful, patient,

good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfness, tolerant, intelligent…

4. Have a member of each group report on what their lists have and list them on the blackboard

5. Ask the class whether or not they agree with all the qualities listed

Step Three: Doing the survey and explanation

1. Have the Ss do the survey in the textbook and let them work out their score.

2. Teacher explain each item Question 1 deal with how thoughtful you are towards others. The scoring reflects your concern for others. So one point for A gets the lowest score because it is the most selfish response. B get the highest score because it show a concern for your friend as well as your wish to go to see a film. C gets a slightly lower score because although it shows you want to go with your friend ( because you change the plan), you do not help your friend.

Question 2 is concerned with fairness. A gets the lowest score because you are not giving your friend another chance to behave better this time. B gets a higher score

because you let your friend borrow the camera again. This shows kindness and forgiveness or the trouble you had when it was returned broken. But you are not balancing his heeds against your own. That is why C gets the highest score. You are showing your friend that

you will trust him/her with the camera again but this time you are giving him / her rules in case it gets broken.

Question 3 deals with your concern for others. A get the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend. This is not responsible. You have things that you need to do. Of course your friend is

important but not more important than you responsibilities. B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too. But it does not show any real interest in his / her problem. C get the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too.

Question 4 is concerned with responsibilities to a friend. A provides the correct amount of responsibility to your friend. You recognize that it was your fault and will put it right and pay for the damage. So it gets the highest score. B provides some understanding that you are responsible. You put the situation right but you do not pay for the damage yourself. So it does not get the highest score. C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour.

Question 5 is concerned with honesty. If you let your friend look at your paper or somebody else’s paper, you are helping them to cheat. That is not honest, so

answers A and C get no marks. But it takes courage to tell your friend that they should have studied and that they cannot look at your paper. That is also the honest answer. So you get 6 points for B, which is more than any other in the quiz.

Step Four: Language points

Teacher explain language points with some slides

1. add v.

1) to put together with something else so as to increase the number, size, importance, etc. 增加，

添加

eg. Please add something to what I’ve said, John.

2) to join numbers, amount, etc so as to find the total eg. Add up these figure for me, please.

常用结构：

add up / together sth. 把…加起来，合计

add sth. to sth. 把…加到/进

add to (=increase) 增加了…

add up to 合计，共计

add in 包括…，算进

1. pay to get it repaired 花钱让人去修理

2. upset adj. worried; annoyed 不安的；使心烦意乱的 v. cause to worry, to be sad, to be angry, not to be calm, etc.

烦意乱

eg. He was upset when he heard the news.

His cheating in the exam upset his teacher.

4．ignore vt. to pay no attention to sth. 忽视；对…不予理睬

eg. Ignore the child if he misbehaves and he’ll stop soon.

ignorant adj.无知的；不知的 ignorance n. 无知；愚昧

5. calm vt. to make sth./ sb. become quiet 使镇静；使平静

adj. not excited, nervous or upset 镇静的；沉着的

calm down 镇静；平静

使不安；使心

calm down sb.=calm sb. Down 使某人镇静

sb. calm down(vi.) 某人平静下来

eg. The excited girl quickly calmed down.

He took a few deep breaths to calm himself down.

1. have got to do sth.(口语)=have to do sth. 不得不做某事；必须做某事 eg. Since you’re no longer a child now, you have got to make money to support the family.

*have got to在变疑问句或否定句时，不再另加助动词，而have to则须加助动词do. have got to前不用情态动词，而have to前则可以。如：

eg. Have you got to writ an assignment for your teacher?

1. 7. be concerned about / for : be worried about

eg. We’re all concerned about her safety.

1. cheat vt.

1) to act in a dishonest way in order to win 欺骗；作弊

eg. Any student caught cheating will have to leave the classroom.

2) to take from (someone) in a dishonest way 骗；骗取

eg. They cheated the old woman (out) of her money by making her sign a document she didn’t understand.

1. 1) an act of cheating 作弊行为

2) one who cheats 骗子

Step Five: Speaking 1. Get the Ss to work in groups of 4.

2. Ask the Ss to use the questionnaire in Warming up as an example and discuss

about designing questions.

3. Follow the steps in this part and start the discussion like this: A: Now let us design a questionnaire to find out what kind of friend one is.

B: OK. First we must think of four questions and three possible answers to each question.

C: What about the first question? Have you got one in mind?

D: Suppose your friend has taken away your book by mistake. What will you do or say to him / her?

…

4. Teacher go around in the classroom and check their discussion.

Step Six: Assignments

1.Ask Ss to consider the following question;

What is / are the most important quality / qualities that a friend needs to have?

2. Prepare for Reading

The Second and Third Period

( reading and language points)

Teaching aims:

1. to know about the story of Anne’s Diary

2. to promote the Ss’ abilities of reading comprehension

3. to learn about the following words and expressions:

radon; list; go through; hide away; set down; a series of; outdoors; crazy; spellbound; on purpose; dare; happen to do sth.; It’s the first time that…

Teaching methods:

1. reading and discussion

2. cooperative learning and speaking Teaching materials: Reading, Comprehending

Teaching procedures:

Step One: Leading-in Ask their opinions on the question mentioned in the assignment of last period. Step Two: Pre-reading

Let the Ss think about the questions in Pre-reading, and express their own views to the whole class. Step Three: Reading

1. Ask the Ss to look at the pictures and the heading, guess what the text might be

about.

2. Get the Ss to skim the passage and answer the following questions:

What’s Anne’s best friend?

What does her diary mainly talk about?

(1. Anne’s best friend is her diary. 2. It’s about Anne’s feeling of hiding away. She especially missed going outside and enjoying nature.

1. Let the Ss read the passage and discuss the following questions: 1) Imagine what it might be like if they had to stay in their bedroom for a whole year. You could not leave it even to go to the WC or get a cup of tea. How would they feel?

2) If you are only allowed to have five things with you in the hiding place because there is very little room, what would you choose?

3) Try to guess why the windows had to stay closed.

4) Guess the meanings of the word “crazy” and “spellbound” according to the context.

Step Four: Discussing the style

Ask the Ss:

1. What do you think is the purpose of this passage? Why did Anne write it?

2. Do you think it is successful? Do you understand Anne’s feelings?

3. What is Anne’s tone? In other words, is the author angry, sad, happy or thrilled? 4. What is Anne’s point of view? Do you agree with it? If so, why? If not, why not? Step Five: Listen to the text and comprehend it

Step Six: Language points

1. go through

1) to examine carefully 仔细阅读或研究

eg. I went through the students’ papers last night.

2) to experience 经历；遭受或忍受

eg. You really don’t know what we went through while working on this project.

2. hide away

3) vi. to go somewhere where you hope you will not be seen or found 躲避；隐匿

hide away +地点

eg. The thief hid away in a friends’ house for several weeks after the robbery.

4) to put or keep sth. /sb. in a place where they / it can’t be seen or found 藏；隐蔽

hide away sth. / hide sth. away

eg. Why do you hide your thoughts away from me?

3. set down

5) write down 写下；记下

eg. I’ll set down the story as it was told to me.

6) put down 放下；搁下

set down sth. /set sth. down

eg. He set down a basket on the ground.

4. series n.（单复数同形）

a series of 一连串的；一系列的

5 .crazy adj.

7) mad, foolish 疯狂的；愚蠢的

It is crazy of sb. to do sth. = sb be crazy to do sth.

eg. It’s crazy to go out in such hot weather.

8) wildly excited; very interested 狂热的；着迷的

grow / be crazy about sb. / sth.

eg. The boys are crazy about the girl singer.

9) like crazy 发疯似的；拼命地

eg. He talked like crazy; I couldn’t understand what he said.

6. I wonder if it’s because I haven’t been able to be outdoors for so long that ….

*I wonder if / whether…

eg. I wonder if you can help me?

*It’s because …

it is 后的表原因的从句中，只能用because来引导， 不能用since或as.

eg. Why did you go to school on foot?

It is because my bike had broken.

7. spellbind v. to hold the complete attention of 吸引人，迷人；使入迷

eg. The children watched spellbound as the magician took rabbits from his hat.

1. stay v. to continue to be in a particular state or situation 系动词，表是状态。后跟名词或形容词，不能用于被动语态和进行时态。

eg. He stayed single all his life.

10. on purpose

1) 故意地 （反义：by chance / accident）

eg. I think she lost the key on purpose.

2) on purpose to do sth. 为了要…而特地

eg. He went to town on purpose to sell one of his paintings.

1. far adv. “过于；…得多” ,表示程度，经常与too或形容词、副词的比较级连用。 eg. She speaks English far better than I.

This room is far too warm.

cf. very, much, far 1. dare 1) modal. v. 多用于否定句、疑问句、条件状语从句、whether (if)等名词性

从句或有否定意义的句中，后接动词原形。没有人称和数的变化,其时态只有现在时和过去时。否定式在其后加not. eg. How dare he say such a word!

If you dare do that again, you’ll be punished.

2) vt. 敢，胆敢。有人称、数和时态的变化。在否定句和疑问句中，dare后的to可保留也可省略。

eg. I wonder how he dare to day such words.

12．happen to do sth.

It so (just) happened that…

不能用于进行时态。

eg. I happened to be out when he came.

= It so happened that I was out when he came.

13．It’s the first time that…

eg. It is the first time that I have seen the sea.

Step Seven: Comprehending

Get the Ss to do the exercises in this part.

Step Eight: Consolidation

Listen to the text again to appreciate it.

Step Nine: Assignments

1. Read the key sentences in the text

2. do the exercises on WB (Page 41-42)

The Fourth Period (Listening)

Teaching aims:

to train and develop listening skills by listening to the listening exercises in this unit Teaching methods:

Listening and speaking

Teaching materials: listening parts on Page 6 and Page 41 and Page 43

Teaching procedures:

Step One: Revision

Check the answers to the homework

Step Two: Listening

1. Listen to the exercises on Page 6

2. Guess the words by listening to the tape and write them down

Step Three: Listening to the passage

Fill in the blanks on Page 41

Step Four: Speaking

Listen to the tape and discuss questions in groups of four, express your own views. Step Five: Listening task

1. Discuss with the Ss whether they always do what their parents tell them.

2. Have the Ss listen to the passage.

3. Fill in the table

4. Work in pairs to give some advice to Anne

5. Do the exercises on Page 42 ( Ex 1,2)

6. Revise the Object Clause Step Six: Assignments

The Fifth Period (Discovering Useful Structures)

Teaching aims:

Let the Ss use the Direct Speech and Indirect Speech Teaching methods:

1. discovery learning

2. cooperative learning

Teaching materials: Page 5

Teaching procedures:

Step One: Revision

1. Check the homework with the Ss

2. Revise the Object clause

Exercise: Rewrite the following sentences.

1. I go to school by bike . ( He said…) 2. Will you forget to do your homework? (Mary asked him…)

3. When did you come here? (They asked me…)

4. What has he said? ( Do you know…)

5. Anne is watching TV now. ( Mother told me …)

Step Two: discovering useful structures

1. Present some sentences for Ss 1) My friend says, “ I will come here tomorrow?”

如果此时此地，你来转述，应该说：

My friend says she / he will come here tomorrow?

如果时间变了，地点不变，你来转述，应该说：

My friend said she / he would come here the next day. 如果地点变了， 时间还是今天，你来转述，应该说：

My friend sayd she / he will go there tomorrow.

如果时间地点都变了， 你来转述，应该说：

My friend said She / he would go there the next day.

如果由别人转述，时间地点都变了，应该说：

He/ She said he /she would go there the next day.

*使用直接引语和间接引语要注意具体语境。

2）“Do you go to the park yesterday?” He asked me.

He asked me if / whether I went to the park the day before.

3) Kate said to John, “What’s your favourite food?”

Kate asked John what his favourite food was.

1. Get the Ss to have a look at Part1 in“Discovering useful structures” and sum up this

grammar point.

人称、时态、指示代词、时间状语、地点状语等的变化。

Step Three: Practice 1. Do the first tow sentences in Part 2 as examples.

2. Check the answers together.

3. Wb, Page 42, 43 (Individual, Groups)

4. 2. Prepare for Reading on Page 44

Step Four: Assignments

The Sixth Period ( Reading)

Teaching aims:

1. to learn about friendship in Hawaii

2. to promote the Ss’ abilities of reading comprehension 3. to learn about the following words and expressions:

way; the second important; It’s believed that…; in peace; those who …; etc. Teaching methods:

1. reading and discussion

2. cooperative learning and speaking

Teaching methods: Reading (Page 44)

Teaching procedures:

Step One: Leading-in 1. Ask the Ss if they can think of any place in the world where Chinese and Western

cultures live side by side.

( Hong Kong, Macao, Singapore, the Philippines, San Francisco, etc.)

Step Two: Reading 1. Get the Ss to read the passage and try to finish the table in Ex1.

2. Read the passage carefully again and discuss the questions in Ex2.

3. Report their discussion

4. the way to do sth. / the way of doing sth.

5. the second most important

Step Three: Listening to the text and

comprehend it

Step Four: Language points

the second + adj.（最高级）

the third + adj. （最高级）

eg. The Yellow River is the second longest river in China.

China is the third largest country in the world.

1. to enjoy the land = in order to enjoy the land

eg. To make the w8th Olympic Games the game ever, Beijing will make several changes.

* to do和 in order to do可以置于句首、句末，而 so as to do只能置于句末。

1. Indeed, Hawaii is a place where ….small communities.

2. It’s believed that the islands can be a paradise ….

It’s believed that …= People believe that …

eg. It’s believed that they arrived more than 30,000 years ago. 1. in peace

2. … they are really talking about all those who live on the islands. those who…=people who … “凡…的人” eg. The teacher praised those who had done good deeds.

We find it our duty to help those who are in trouble. 1. Living in peace, Hawaiians has developed …

现在分词短语作原因状语，相当于 As they are living in peace.

1. Perhaps this is how most visitors will remember their new friendship. Step Five: Listening to the text and enjoy it

The Seventh Period ( Speaking Task and Writing)

Teaching aims:

1. to develop Ss’ speaking ability and learn to express their own views

2. enable Ss to write a letter of advice

Teaching methods:

1. tasked-based learning

2. speaking Teaching procedures:

Step One: Speaking task

Task One: Ex1 (Page 45) 1. Get the Ss to work in pairs, have them read the situations and choose one to

discuss.

2. Ask the Ss to present their dialogue.

Task Two: Ex2 (Page 45-46) 1. Ask the Ss to look at the pictures.

2. Work in groups of four and talk about whether they are doing is cool or not.

3. Try to express their own views to the whole class.

4. Get the S to read the letter on Page 7 and understand it.

5. Ask the Ss to work in pairs and talk about how to answer the letter.

6. Write the letter in reply down.

7. Read the proverbs carefully.

8. Write a passage to express their own opinions.

9. Fill in the form in Sum up (Page 8)

10. Fill in the form in Checking yourself (Page 47)

Step Two: Writing

Task One: Ask the Ss to write a letter of advice

Task Two: Ask the Ss to write a passage about their opinions on friend and friendship

Step Three: Assignments