封面 扉頁 版權(quán)頁 編寫人員
前言（Foreword）
Unit 1 Friendship
教學(xué)目的和要求（Teaching aims and demands）
教學(xué)建議（Suggested teaching notes）
補(bǔ)充參考資料（Supplementary reference materials）
Teaching guide for the Student's Book（學(xué)生用書教學(xué)指導(dǎo)）
Teaching guide for the Workbook （練習(xí)冊教學(xué)指導(dǎo)）
Unit 2 English around the world
教學(xué)目的和要求（Teaching aims and demands）
教學(xué)建議（Suggested teaching notes）
補(bǔ)充參考資料（Supplementary reference materials）
Teaching guide for the Student's Book（學(xué)生用書教學(xué)指導(dǎo)）
Teaching guide for the Workbook（練習(xí)冊教學(xué)指導(dǎo)）
Unit 3 Travel journal
教學(xué)目的和要求（Teaching aims and demands）
教學(xué)建議（Suggested teaching notes）
補(bǔ)充參考資料（Supplementary reference materials）
Teaching guide for the Student's Book（學(xué)生用書教學(xué)指導(dǎo)）
Teaching guide for the Workbook （練習(xí)冊教學(xué)指導(dǎo)）
Unit 4 Earthquakes
教學(xué)目的和要求（Teaching aims and demands）
教學(xué)建議（Suggested teaching notes）
補(bǔ)充參考資料（Supplementary reference materials）
Teaching guide for the Student's Book（學(xué)生用書教學(xué)指導(dǎo)）
Teaching guide for the Workbook （練習(xí)冊教學(xué)指導(dǎo)）
Unit 5 Nelson Mandela - a modern hero
教學(xué)目的和要求（Teaching aims and demands）
教學(xué)建議（Suggested teaching notes）
補(bǔ)充參考資料（Supplementary reference materials）
Teaching guide for the Student's Book（學(xué)生用書教學(xué)指導(dǎo)）
Teaching guide for the Workbook（練習(xí)冊教學(xué)指導(dǎo)）
Unit 1 Friendship
教學(xué)目的和要求
（Teaching aims and demands）
類別 課程標(biāo)準(zhǔn)要求掌握的項(xiàng)目
話
題 Friends and friendship; interpersonal relationships
詞
匯 add point upset ignore calm concern loose cheat reason list share feeling Netherlands German series outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit
add up calm down have got to be concerned about walk the dog go through hide away
set down a series of on purpose in order to face to face according to get along with
fall in love join in
功
能 1．態(tài)度（Attitudes）
Are you afraid that ...?
I've grown so crazy about ....
I didn't dare ....
2．同意和不同意（Agreement & disagreement）
I agree．I think so．Exactly．
I don't agree．I don't think so．I'm afraid not．
3．肯定程度（Certainty）
That's correct．Of course not．
語
法 直接引語和間接引語（I）：陳述句和疑問句
1．陳述句
“I don't want to set down a series of facts in a diary,” said Anne．
→ Anne said that she didn't want to set down a series of facts in a diary．
2．一般疑問句
He asked, “Are you leaving tonight?”
→ He asked us whether we were leaving that night．
3．特殊疑問句
“When did you go to bed last night?” Father said to Anne．
→ Father asked Anne when she went to bed the night before．
教學(xué)建議
（Suggested teaching notes）
一、教學(xué)內(nèi)容分析
本單元的中心話題是“友誼”，幾乎所有的內(nèi)容都是圍繞這一中心話題展開的。
“熱身”（Warming Up）部分以調(diào)查問卷的形式引導(dǎo)學(xué)生了解日常生活中朋友之間發(fā)生的真實(shí)問題以及解決這些問題的方法。
“讀前”（Pre-reading）部分的幾個(gè)問題啟發(fā)學(xué)生對“友誼”和“朋友”進(jìn)行思考，使學(xué)生明確不僅人與人之間可以做朋友，日記也可以成為人們的朋友。
“閱讀”（Reading）部分 ANNE'S BEST FRIEND以日記形式講述了猶太女孩兒安妮的故事。二戰(zhàn)中為躲避納粹的迫害，她和家人不得不藏身于荷蘭阿姆斯特丹的一個(gè)小閣樓里，不能與外界接觸，周圍又沒有可以推心置腹、與之深談的朋友。孤獨(dú)之中她將日記作為朋友傾訴衷腸，在寫日記的過程中尋求解決問題的辦法。
“理解”（Comprehending）部分通過連句、多項(xiàng)選擇和問答題的形式幫助學(xué)生對課文內(nèi)容、細(xì)節(jié)進(jìn)行更深入的理解。
“語言學(xué)習(xí)”（Learning about Language）部分教學(xué)本課重點(diǎn)詞匯和重點(diǎn)語法項(xiàng)目。
“語言運(yùn)用”（Using Language）部分的讀兩封信、聽一段話、設(shè)計(jì)調(diào)查問卷、寫信以及趣味寫作，給學(xué)生提供了廣闊空間去探討友誼、友情，尤其是涉及到現(xiàn)實(shí)生活中被朋友誤解、曲解，沒有朋友的孤獨(dú)寂寞等問題，既鍛煉了學(xué)生的語言運(yùn)用能力，又培養(yǎng)了學(xué)生發(fā)現(xiàn)問題、思考問題、解決問題的能力。
“小結(jié)”（Summing Up）部分引導(dǎo)學(xué)生從本單元的話題、詞匯和語法等方面對所學(xué)內(nèi)容進(jìn)行總結(jié) （參考教學(xué)目的和要求欄目）。
“學(xué)習(xí)建議”（Learning Tip）部分鼓勵(lì)學(xué)生養(yǎng)成寫日記的習(xí)慣。這樣，一方面可以習(xí)得語言，另一方面還可以將日記作為自己的朋友表達(dá)感情與思想。
本單元所涉及的要點(diǎn)是：
（一）朋友是不是僅限于人類，朋友的真正含義，以及如何與人相處的問題。
（二）陳述句和疑問句的直接引語和間接引語。
（三）對于個(gè)人觀點(diǎn)、態(tài)度的一些表達(dá)方法。
（四）本單元所出現(xiàn)詞匯的用法。
二、教學(xué)方法建議
（一）關(guān)于友誼與朋友的討論 一般人認(rèn)為只有與人交朋友才算真正交朋友，本單元在讀前階段就提出問題，讓學(xué)生思考是不是只有人與人之間才可以交朋友，然后在閱讀中通過安妮的日記向?qū)W生說明我們也可以與動(dòng)物及無生命的日記交朋友。在深刻理解、充分訓(xùn)練的基礎(chǔ)上，可以再引導(dǎo)學(xué)生深入討論幾個(gè)與本單元話題有關(guān)的問題。例如：
1．描述朋友
示例：The teacher can ask students to describe one of their friends - their appearance, personality, hobbies, etc．
Sample description: I have a few good friends, but I think Miki is my best friend．We both read a lot and we're very interested in films．We spend a lot of time watching videos and talking about films and books．She works hard．She is very helpful．Whenever I am in trouble, she will help me out ....
2．結(jié)交網(wǎng)友
Sample questions: Have you made any friends over the Internet? / Do you have any epals? Do you think it's a good idea? / Do you agree that we should make friends over the Internet? Give your reasons．
Sample answers with reasons: Yes, I think so． / No, I don't think so．I agree ... because we can meet all kinds of people over the Internet． / I don't agree ... because you never know what kind of people you may meet over the Internet．
3．觀點(diǎn)交流
示例：We all agree that to have a good friend, you need to be a good friend．
The teacher can write the statement on the blackboard and ask the students to have a group discussion．Ask them,”What do you think of this statement and how can you be a good friend?”
Students may have the following ideas and say,”That's right．（I agree．）If you want others to be kind to you, you should first be kind to them ....”O(jiān)R“I don't think it is right．（I don't agree．）Sometimes if you are too kind to others, they may take advantage of you．
4．善交朋友
示例：The teacher may ask students to work in pairs or groups and list some qualities of a person they would like as a friend．
Students 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, selfless, tolerant, intelligent ...
5．不善交朋友
示例：The teacher can then ask the students to list some qualities of a person who would not make a good friend．
Students may list: selfish, tricky, dishonest, bad-tempered, mean, impatient, narrow-minded, noisy, lazy, gossipy ...
6．朋友的重要性
示例：The teacher can ask the students to work in pairs and discuss with each other,”What is / are the most important quality / qualities that a friend needs to have?”
Students may have a dialogue like this:
S1: I think what is important for me is that a friend is always around when I need him / her．If I feel sad or upset, he / she will comfort me．He / She won't leave me alone when I'm in trouble．He / She will help me．
S2: I agree, but I think a real friend should also tell you the truth．He / She should tell you what she really thinks about things．
S1: That's right．He / She should also be able to share with me what he / she has．For example, when I need some books or something like that, he / she lends them to me．
以上活動(dòng)僅供參考。教師在可能情況下還可以讓學(xué)生用間接引語轉(zhuǎn)述其他學(xué)生說的話。
例如：1．S1: I don't agree with you．
S2: Wang Ping said he didn't agree with you．
2．S1: Is money very important between friends?
S2: Li Kai asked if （whether）money was very important between friends．
（二）口語訓(xùn)練 開展本單元“語言運(yùn)用”中的 Speaking 這項(xiàng)活動(dòng)時(shí)，教師可根據(jù)實(shí)際情況組織學(xué)生按要求進(jìn)行小組討論。下面提供的例子，僅供參考。
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．
A: What about the first question? Have you got one in mind?
B: Suppose your friend has taken away your book by mistake．What would you do or say to him / her?
A: That's a good question．Let me put it down．“Your friend has ....”
B: Then how about the three possible answers?
A: Well, the answer I think shoule be“You will ask your friend to be more careful next time．”
B: I agree．The worst choice would be”You will get upset and won't talk to him / her any more．”
A: All right．One more choice．Listen, I've got one．“You will ask your friend to return it to you．”
B: That's quite natural．How many points shall we give each choice?
A: The total score is two．The best should score two and the worst zero．
B: The third will score one．Shall we go on to the next question?
...
（三）閱讀訓(xùn)練 閱讀課文摘自《安妮日記》，講述了安妮把日記作為朋友傾訴自己內(nèi)心感受的一段故事。二十世紀(jì)四十年代納粹德國統(tǒng)治歐洲大部分地區(qū)，德國納粹政策之一是對猶太人殘酷迫害，包括殺害、送到集中營強(qiáng)迫勞動(dòng)、驅(qū)逐出歐洲等。教師應(yīng)該讓學(xué)生了解這段德國法西斯殘害猶太人的歷史，使學(xué)生在感受外國歷史文化的同時(shí)自然而然地習(xí)得語言。只有了解當(dāng)時(shí)的歷史背景，才能理解她當(dāng)時(shí)的心境和為什么將日記視為自己的朋友，才能深刻理解安妮日記的內(nèi)涵。在此基礎(chǔ)上，教師可引導(dǎo)學(xué)生對該文章進(jìn)行全面整體理解，也可以給學(xué)生設(shè)置情景，引發(fā)他們的思考。例如：“如果你是安妮，你會(huì)怎么做？”“如果你三天不許出門，呆在一個(gè)小閣樓上，你會(huì)做什么？” 這樣可以使學(xué)生通過體驗(yàn)學(xué)習(xí)，感悟語境、實(shí)踐語言，以達(dá)到強(qiáng)化學(xué)生語言意識，積累語言經(jīng)驗(yàn)的目的。
在此基礎(chǔ)上請學(xué)生做“理解” （Comprehending）練習(xí)，效果會(huì)更好。在進(jìn)行了較全面、深入的探究之后，學(xué)生已經(jīng)將課文里的大部分內(nèi)容融會(huì)貫通，消化理解。這階段要盡量挖掘?qū)W生的學(xué)習(xí)潛能。讓學(xué)生做學(xué)習(xí)的主人，學(xué)會(huì)自己解決問題。在交互學(xué)習(xí)、合作學(xué)習(xí)中，解決他們在理解課文的過程中產(chǎn)生的問題。通過討論，發(fā)現(xiàn)和猜測文中生詞、短語的意思。一些詞、短語、難句、語法問題可以通過討論得到解決。剩余的難點(diǎn)或?qū)W生討論時(shí)忽略的重點(diǎn)，教師要及時(shí)補(bǔ)充。教師不要急于講解課文、單詞、短語、難句、語法等，要注意給學(xué)生提供充分的思維時(shí)間和空間，使學(xué)生的學(xué)習(xí)潛能得以最大限度的挖掘。
（四）詞匯教學(xué) 本單元的一些單詞和短語要針對學(xué)生的不同需要、不同層次、不同情況給予不同的指導(dǎo)和訓(xùn)練。教師可適當(dāng)培養(yǎng)學(xué)生根據(jù)語篇、語境猜詞的能力。比如：I don't want to set down a series of facts in a diary as most people do, but ... 先問學(xué)生他們一般寫日記寫什么，多數(shù)情況下如何寫？學(xué)生會(huì)提出許多種日記的寫法，其中可能有“流水賬”寫法。學(xué)生自然會(huì)猜到set down a series of facts應(yīng)該是“記流水賬”的意思。再如cheat一詞的學(xué)習(xí)，引導(dǎo)學(xué)生讀原句 You are taking your end-of-term exam．Your friend, who doesn't work hard, asks you to help him / her cheat in the exam by looking at your paper．讓學(xué)生考慮不用功的學(xué)生在考試中請別人“幫忙”，看別人的試卷是什么行為，那一定是“欺騙、作弊”。所以，使用新教材教學(xué)生單詞，一定要改變過去那種教師照字典講講講，學(xué)生在課堂上記記記的做法。因?yàn)檎Z言學(xué)習(xí)不只是傳授性的，而且具有體驗(yàn)實(shí)踐性，要引導(dǎo)學(xué)生自學(xué)、自做、自助、自悟，即指導(dǎo)學(xué)生形成自主學(xué)習(xí)意識，掌握合適的學(xué)習(xí)策略；激發(fā)學(xué)生的學(xué)習(xí)熱情，讓學(xué)生學(xué)會(huì)自己動(dòng)手，收集信息、處理信息，用所學(xué)語言去實(shí)踐。通過自學(xué)、自做解決問題，同時(shí)幫助其他同學(xué)解決問題，使學(xué)生在運(yùn)用語言的過程中感悟體驗(yàn)所學(xué)語言的規(guī)律，培養(yǎng)語言意識，積累語言經(jīng)驗(yàn)，形成語言感覺，達(dá)到語言運(yùn)用的目的。
教師要根據(jù)學(xué)生的實(shí)際情況和需要進(jìn)行講解和操練。切忌面面俱到，照搬照抄。
（五）寫的訓(xùn)練 本單元寫作訓(xùn)練的設(shè)計(jì)十分有利于“任務(wù)型”教學(xué)。如：一位學(xué)生寫給編輯的信，談了自己沒有朋友的煩惱，請編輯幫忙。這一訓(xùn)練要求學(xué)生以編輯的身份給這位學(xué)生寫一封回信，并給出了一些寫作指導(dǎo)和建議。我們可以看到，這個(gè)任務(wù)的設(shè)置既有真實(shí)語境支持，又有雙向和交互特征。教師可以鼓勵(lì)學(xué)生使用交際策略先用口語交談，再寫成文章。此處教師可根據(jù)學(xué)生情況安排一個(gè)任務(wù)。
例如：The teacher can ask students to work in pairs,”Imagine you are the student Xiaodong and your partner is the editor．Now you have a chance to talk to the‘editor'instead of writing to him．Make a dialogue with your partner．”
（六）語法教學(xué) 本單元的主要語法項(xiàng)目是陳述句、一般疑問句和特殊疑問句的直接引語和間接引語。學(xué)生用書和練習(xí)冊中已有比較充分的練習(xí)。教師在教學(xué)中注意提醒學(xué)生不要死記硬背直接引語轉(zhuǎn)換為間接引語的一些簡單規(guī)則，而是要啟發(fā)學(xué)生從實(shí)際出發(fā)，靈活掌握、運(yùn)用規(guī)律。
例如：My friend says,”I will come here tomorrow．”如果用間接引語表示，有許多不同的表達(dá)方式。
如果此時(shí)此地，你來轉(zhuǎn)述，應(yīng)該說：
My friend says she（he） will come here tomorrow．
如果時(shí)間變了，地點(diǎn)不變，你來轉(zhuǎn)述，應(yīng)該說:
My friend said she （he）would come here the next day．
如果地點(diǎn)變了，時(shí)間還是今天，你來轉(zhuǎn)述，應(yīng)該說：
My friend said she （he）will go there tomorrow．
如果時(shí)間地點(diǎn)都變了，你來轉(zhuǎn)述，應(yīng)該說：
My friend said she （he）would go there the next day．
如果由別人轉(zhuǎn)述，時(shí)間地點(diǎn)都變了，應(yīng)該說：
He （She）said he （she）would go there the next day．
由此可以看出，使用直接引語和間接引語要注意具體語境。
三、自我評價(jià)建議
（一）非測試性評價(jià)
學(xué)生學(xué)完本單元后，通過練習(xí)冊中的Checking yourself 進(jìn)行自我評價(jià)，主要評價(jià)一下自己在本單元中的學(xué)習(xí)情況。對書中的內(nèi)容是否感興趣，有哪些收獲，解決了什么問題，學(xué)習(xí)策略有什么改進(jìn)，還有什么地方需要加強(qiáng)。同時(shí)，使學(xué)生加深對友誼、友情、朋友的理解，以及如何正確交友處友，對待友誼友情，處理朋友間發(fā)生的問題等。
下面的兩項(xiàng)補(bǔ)充評價(jià)活動(dòng)供教師在教學(xué)中參考使用。
自我評價(jià) （1）最好用于期末：
Level - Senior 1 or 2
Time - 15-20 minutes
Materials - One copy of the questionnaire for each student
Questionnaire
WHAT LEARNING ACTIVITIES WERE MOST USEFUL TO YOU?
Number the following activities according to how much they helped you to learn English．（1 = most useful to you, 2 = useful to you, 3 = not useful to you）
Learning vocabulary lists by heart
Doing grammar exercises
Translating
Listening to people talking
Listening to tapes and answering questions
Listening to the radio or watching TV
Writing compositions or letters
Practising speaking with other people
Going to the language lab
Reading books or stories for pleasure □
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□
Compare your answers with your partner and explain to each other why some activities are more useful to you．
自我評價(jià) （2）主要用于本單元：
Read the following statements and then tick Yes or No to show your opinions upon friendship．
Yes No
1．Friendship is very important to me．□ □
2．I have a lot of friends．□ □
3．There can be true friendship between a schoolboy and a schoolgirl．□ □
4．I am very kind to my friends．□ □
5．I think everyone should have friends．□ □
6．Friends must have the same character．□ □
7．I keep a diary and think it is my close friend．□ □
8．When my friend is in trouble, I am always ready to help．□ □
9．I don't like to talk to others very much．I like to be alone．□ □
10．I keep a pet animal and treat it like a friend．□ □
（二）測試性評價(jià)
1．Complete the sentences using the words below in their proper forms．
add point ignore reason dare
suffer advice communicate power
1）Can you explain the ________ behind the decision?
2）Jane, who grows up in a circus, is able to ________ with all the animals．
3）After the earthquake, people hardly ________ hope that their families were still alive．
4）I ________ from a bad headache after the operation．
5）I followed my teacher's ________ and bought an English-English dictionary．
6）Parts of the city had ________ cuts yesterday because of the big fire from the restaurant．
7）Please ________ your daughter's name to this list．
8）Air pollution is one of the problems that we can't afford to ________．
9）There are five important ________ in her speech．
參考答案：
1）reasons 2）communicate 3）dared（to）
4）suffered / was suffering 5）advice
6）power 7）add 8）ignore 9）points
2．Complete the short passage using suitable phrases you learned from this unit．When you finish, try working out a surprising ending of the story with a partner．
Paul and I are good friends．We always ________ each other．He can ________ in his head quite easily, but I have to ________ all the numbers on paper for calculations．Last week Paul took me to a newly opened small pub．I ________ it as soon as I stepped in．It was such a nice place with all kinds of lovely candles．While we were chatting happily together, someone came near at our table．He asked politely,”Can I ________ ?"...
參考答案：
get along （well）with; add up; set down; fell in love with; join in
補(bǔ)充參考資料
（Supplementary reference materials）
補(bǔ)充注釋
（一）詞匯注釋
1．a(chǎn)dd（v．）
1）to put together with something else so as to increase the number, size, importance, etc 增加，添加。
Please add something to what I've said, John．約翰，請對我說的話做點(diǎn)補(bǔ)充吧。
2）to join numbers, amount, etc so as to find the total 相加。
Add up these figures for me, please．請幫我把這些數(shù)字加起來。
add to something：to increase 增加。
What he did has added to our difficulties．他的所作所為增加了我們的困難。
add up to：to amount to 加起來等于；總計(jì)（達(dá)）。
The cost added up to 100 million yuan．費(fèi)用總計(jì)達(dá)一億元。
2．cheat
用作動(dòng)詞，表示
1）to act in a dishonest way in order to win 欺騙；作弊。
Any student caught cheating will have to leave the classroom．任何被發(fā)現(xiàn)作弊的學(xué)生將被趕出教室。
2）to take from （someone）in a dishonest way 騙；騙取。
They cheated the old woman （out）of her money by making her sign a document she didn't understand．他們讓那老婦人在她不懂的文件上簽字，騙了她的錢。
用作名詞，表示
1）an act of cheating 作弊行為。
2）one who cheats 騙子。
3．go through
1）to examine carefully 仔細(xì)閱讀或研究。
I went through the students?papers last night．昨晚我仔細(xì)閱讀了學(xué)生的作業(yè)。
2）to experience 經(jīng)歷；遭受或忍受。
You really don't know what we went through while working on this project．你的確不知道我們搞這個(gè)項(xiàng)目吃了多少苦。
4．crazy （adj．）
1）mad, foolish 瘋狂的，愚蠢的。
It's crazy to go out in such hot weather．在這么熱的天出門，真是愚蠢。
2）wildly excited; very interested 狂熱的，著迷的。
She is crazy about dancing．她對跳舞十分著迷。
5．lonely （v．）: unhappy because of being alone or without friends 孤獨(dú)的，寂寞的。
He has been very lonely since his wife left him．妻子走后，他十分孤獨(dú)。
lonely 與alone 的區(qū)別
alone （adj．）
1）without any friends or separated from others 單獨(dú)的。
She lives alone．她獨(dú)自一人生活。
2）only僅僅；只有。用于名詞或代詞之后。
The gloves alone cost $ 80．光是手套就花了80美元。
3）leave / let sb or sth alone：not take, touch or interfere with sb or sth 不帶走；不觸摸；不干涉某人或某事。
Leave that alone．It's mine．不要?jiǎng)樱鞘俏业臇|西。
She has asked to be left alone．她要求不要打擾她。
6．be concerned about / for：be worried about 擔(dān)心。
We're all concerned about her safety．我們都為她的安全擔(dān)憂。
（二）難句解析
1．Your friend comes to school very upset．你的朋友來上學(xué)，心情非常不好。
1）upset （adj．）: worried; annoyed 不安的；心煩意亂的。
2）upset （vt．）: cause to worry, to be sad, to be angry, not to be calm, etc 使不安；使心煩意亂。
His cheating in the exam upset his teacher．他在考試中作弊，這使他的老師很生氣。
2．Your friend, who doesn't work hard, asks you to help him / her cheat in the exam by looking at your paper．
這里的who doesn't work hard 是非限制性定語從句。整個(gè)句子可譯成“你的朋友不用功。他要在考試中（偷）看你的試卷，（要你）幫他作弊。”
3．Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? 你是不是想有一位無話不談能推心置腹的朋友呢？
whom you could tell everything to 是定語從句，修飾friend。
此處的 like 相當(dāng)于such as。
He has learned some foreign languages, like （such as）French and German．他已學(xué)會(huì)了幾門外語，如法語和德語。
4．I can well remember that ... 我記得非常清楚……
well n．井 adj．身體好 adv．好；非常 int．喔，噢，這個(gè)……
本課這句話中的well 是副詞，意思是“非常、徹底、完全”（quite, much, thoroughly）。
George was well and truly drunk．喬治喝得爛醉。
I couldn't very well say no when there was no one else she could ask．她沒有別人可以求助，我實(shí)在是無法拒絕她。
He finished the exam well within the time allowed．他在規(guī)定時(shí)間之前很早就做完了試卷。
5.... flowers could never have kept me spellbound．……鮮花從未令我心迷神往過。
spellbind （v．）: to hold the complete attention of 吸引人，迷人；使入迷。
The children watched spellbound as the magician took rabbits from his hat．當(dāng)魔術(shù)師從他的帽子里變出兔子時(shí)，孩子們都看得入了迷。
Teaching guide for the Student's Book（學(xué)生用書教學(xué)指導(dǎo)）
INTRODUCTION
This unit looks at different kinds of friendship．Of course, the unit explores friendship between people but it gives particular attention to the friendship one can develop with oneself．In other words, it shows how a person can find comfort and support with an imaginary friend．In these readings from The Diary of Anne Frank, students will see how a lonely and frightened teenager copes with a very unusually stressful situation．She does this by confiding in Kitty, the name for her diary．She examines her problems and tries to find a way to deal with them．
PERSONS
Mr Frank Anne's father who once worked in a trade office
Mrs Frank Anne's mother who stayed at home to look after the family
Margot Anne's older sister who was very intelligent, studious, and quiet
Peter Son of another family who lived with the Franks in the attic
BACKGROUND
This is a true story．It took place in Amsterdam, Holland in the early 1940s after the German Nazis had occupied most of Europe．The Nazi Party ruled Germany from 1933 to 1945．One of their key policies was to kill all the Jews in Europe．If any persons known to be Jews were found, they would be sent to concentration camps farther east, mostly in Poland．Families were separated and transported in trains．For many days, they went without food, water, sanitation or fresh air．To avoid this terrible fate, some Jewish families went into hiding, often with the help of non-Jewish friends．This is what Anne's family did when Margot was told she must go to the railway station to be taken to a camp．Another Jewish family joined them in their hiding place in the attic of a house．It was very crowded there．Only three young people were there: Margot, Peter and, of course, Anne．Her diary shows that Anne felt she was the naughty one of the group since she was always being scolded．She felt she could not confide in Margot because her sister was always good．And she felt she could not confide in Peter because he was a boy．So she made a friend of her diary．Later, however, she did become closer to Peter and they took a liking to one another．Anne talks about their growing friendship in her diary．
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SPECIAL NOTE: Many older houses in Amsterdam have more than one floor．The topmost floor is called an”attic? which is usually a place to store seldom-used things．Amsterdam is the capital of Holland, now more commonly called the Netherlands．The city lies near the sea and has many narrow man-made canals．The house where Anne's family hid was by a canal and bridge．Like most old houses in the city, it had two apartments on each floor: one set facing the canal and the other looking onto a garden．Anne's apartment faced the garden．Anne and her family hid there for over two years before they were discovered．They were taken to concentration camps in Poland where all of them died except Mr Frank．The house is now a museum for Anne．The primary school she attended in Amsterdam is now named after her．Every year she is remembered in a travelling exhibition that explains her life．
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WARMING UP
The purpose of this part of the unit is to introduce the topic to the students in an interesting way．To "Warm up" means to do a bit of preparation for a large learning task．In particular, the students should begin to think about the topic．
This section of this unit begins with a survey．A survey is a way of finding out what people think and feel about a particular subject．This survey examines whether the students are good friends．In doing so, it should make them consider what qualities and behaviour make a good friend．This survey only considers a view of friendship common to people of the same age．It should be noted that this is the first of many activities designed for self-reflection in this textbook．
The following are suggestions for introducing the topic of this unit:
1 Get the students to make a list of three qualities a good friend should have．
2 Have students get into groups of four to find out what qualities each has listed．
3 Have a member of each group report on what their lists have in common and list them on the board．
4 Ask the class whether or not they agree with all the qualities listed．
5 Now have students do the survey in the textbook．
6 Have students look again at the list to see whether it should be revised．
Explanation of each item:
Question 1
This question deals with how thoughtful you are towards others．How much do you value your friend? Is it enough to help him / her? Would you change the time of the day you go to the cinema to fit in with him / her? The scoring reflects your concern for others．So one point for A gets the lowest score because it is the most selfish response．B gets the highest score because it shows 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
This question is concerned with fairness．Is it fair for your friend to borrow something, break it and return it broken? 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 for the trouble you had when it was returned broken．But you are not balancing his needs 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
This question deals with your concern for others．Should you make the troubles of your friend more important than your own responsibilities? A gets 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 your 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 gets the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too．
Question 4
This question is concerned with responsibilities to a friend．If you are asked to look after something and it is broken or harmed, what should you do? 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
This question 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．
Results
4-7 points: You are not a good friend．You either neglect your friend's needs or just do what he / she wants you to do．You should think about what a good friend needs to do．Think more about this．
8-12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend's needs and feelings．Try to strike a balance between your friend's needs and your own responsibilities．
13+ points: You are an excellent friend who recognizes that to be a good friend you need to balance your needs and your friend's needs．Well done!
PRE-READING
The purpose of the pre-reading activity is to begin to focus students?attention on the main topic of the reading passage．It should not be regarded as an optional activity or as an activity to do after the reading．In other words, the pre-reading activity serves its own useful purpose．It prepares students to think critically about the topic and provides them with the opportunity to connect some aspect of the topic to their own lives．
READING
The reading introduces the students to Anne Frank after she had been in her hiding place for over a year．The part of the diary entry presented here reveals Anne's longing for a normal life．She especially missed going outside and enjoying nature．
1 Teaching new words and structures
The purpose of this step for teaching reading is to find the words and phrases that students find most difficult and help them to understand．Some of the more difficult words and phrases you will be able to pick out yourself, but some which seem easy to you may cause problems for your students．One way of helping them learn new words is to ask them to study the text before the lesson and find out the meaning of any word they are unsure of．The advantage of this is that the students will come prepared with any problems they have．You can then deal with these problems in the lesson and this is a very efficient way of identifying any student's misunderstandings．A second way of helping them is to choose the words you think they will find difficult and pre-teach them before you begin the reading．This approach is very effective for helping students to concentrate on the ideas of a reading passage and not worry about the meaning of unfamiliar words．
2 Understanding ideas
This is the purpose of the reading and so it is important that the students learn to use all the clues in the text to help them understand the gist of what they are reading．So encourage them to look at the pictures and the heading and guess what the text might be about．Then ask the class to read the passage silently．Sometimes you can ask them a question to focus their reading．It depends on the passage．When dealing with the story of Anne and her diary:
1 Help students imagine what it might be like if they had to stay in their bedroom for a whole year．They could not leave it even to go to the WC or get a cup of tea．How would they feel?
2 Ask students if they are only allowed to have five things with you in the hiding place because there is very little room, what would they choose?
3 Ask students to guess why the windows had to stay closed．
4 Consider what Anne means by the word "crazy." In this context, "crazy" has the informal meaning of "enthusiastic" but its formal meaning is "mad." However, be sure to give the students the chance to explore the possible meanings for this word before explaining it to them （if necessary）．
5 In the same way, ask the students to consider what "spellbound" means．In this context it means "to concentrate with delight for some time."
Alternatively, you could ask students to tell you what is the main idea for each paragraph．Make sure that they do it in one sentence．This is very useful because it is making them analyze what is important and what is not．It also makes them produce a concise answer．
3 Discussion of ideas
This is where the students should discuss the ideas put forward in the reading passage．They should think whether they agree or disagree with the writer．It does not matter whether they agree or disagree．What is important is that they have a reason for what they say．So encourage them to put forward their own ideas, either criticizing the text or using it as a support．Think about:
1 What you would do if your family were going to be killed just because they did something the Emperor did not like?
2 Where would you plan to hide?
3 How would you arrange to get food given to you every day?
4 What would you do to pass the time?
4 Discussion of style
This is where the students begin to use the text to help their own writing．So it is important to ask the students:
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?
The last question you should ask is about the quality of the language．So ask students if there are any phrases or sentences that they feel explain a situation or problem, or describe a person or place particularly well．This is a part of the lesson that you can share with your students．There are no right or wrong answers．It is a time to enjoy the reading together．
COMPREHENDING
These exercises are intended to encourage students to be active readers．In other words, they should read and work out the answers．Not all the information can be found in the reading but there are certain clues that students can use to provide an appropriate answer．In fact, the questions go beyond literal understanding to give students practice in making inferences．
Answer key for Exercise 1:
1 C 2 A 3 B 4 E 5 D
Answer key for Exercise 2:
1 B 2 C 3 D 4 A 5 C
Suggested answers to Exercise 3:
1 Students answers may vary but must include a reason．
2 You could describe Anne's feelings as sad and lonely．She realized what she was missing by going into hiding．
LEARNING ABOUT LANGUAGE
Discovering useful words and expressions
Answer key for Exercise 1:
1 trust 2 upset 3 loose
4 calm down 5 crazy 6 set down
7 go through 8 on purpose 9 face to face
10 according to
Answer key for Exercise 2:
1 upset 2 calm down 3 concerned about 4 trust
5 according to 6 crazy 7 go through
Answer key for Exercise 3:
1 concerned 2 purpose 3 entirely
4 outdoors 5 nature 6 thought
Answer key for Exercise 4:
1 ... you had to pay to get it repaired．
2 ... he / she will have to pay to get it repaired．
3 You will tell your friend that you've got to go to class．
4 ... but you have to go to class．
5 ... they had to hide or they would be caught by the German Nazis．
Discovering useful structures
Answer key for Exercise 2:
1 Anne said that she was going to hide from the Germans．
2 Anne said that she didn't know the address of her new home．
3 She said that she could not ask her father because it was not safe to know．
4 The girl said that she had to pack up her things very quickly．
5 Dad asked her why she chose her diary and old letters．
6 “Are you very hot with so many clothes on?”Mum asked her．
7 “What else have you got?”Margot asked her．
8 “When shall we go back home?”Anne asked her father．
9 “How can I see my friends?”Anne asked her sister．
10 “Why did you go to bed so late last night?”Mother asked Anne．
USING LANGUAGE
Reading, listening and writing
The purpose of this part of the unit is to provide the students with opportunities to practise the language in a variety of realistic communicative activities．Most of the activities in this section integrate （ie combine）at least two of the four skills - reading, listening, writing and speaking．Such activities encourage the students to use higher-order critical thinking skills （see Supplementary Teaching Resources）．Furthermore, the students are challenged not only in the cognitive but also in the affective and psychomotor domains of learning （see A Glossary of Selected Teaching Terms）．In the activity presented here, the students are given practice in writing a letter to the editor of a popular radio show．It helps the students to express feelings in a logical way．Just as importantly, it demonstrates how they can make a positive response to pressure from their classmates．
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LISTENING TEXT
Dear Lisa,
There is nothing wrong with you and this boy being friends and studying together．And no matter what other students say, it is possible for a boy and a girl to be just good friends．Ending your friendship with this boy would be a stupid thing to do．Not only would you lose a good friend, but you would also lose someone who is helping you with your studies．
Teenagers like to gossip, and they often see something that doesn't exist．Perhaps they can't understand your friendship with this boy．But that's no reason to throw it away．You should feel sorry for those students who have never enjoyed such a friendship．My advice is to ignore your gossiping classmates．That way you will show them that you are more grown up than they are．
Yours,
Wang Fei
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Suggested answers to Exercise 2:
1 She says that there is nothing wrong in Lisa making friends with a boy and that it is possible for a boy and a girl to be just good friends．
2 She thinks that Lisa would lose a good friend who can help her with her studies．
3 She says that teenagers like to gossip and that perhaps they can't understand Lisa's friendship with the boy．
4 She asks Lisa to ignore her gossiping classmates．
Answer key for Exercise 3:
1 stupid 2 reason 3 grown
Speaking
The purpose of this activity is to encourage independent thought and action in matters of immediate concern and interest to students．Writing their own survey gives them this chance．So it is important for each group to design its own questions．They may use the questionnaire in Warming Up as an example．
Sample dialogue:
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?
C: That's a good question．Let me put it down．"Your friend has ... "
B: Then how about the three possible answers?
A: Well, the answer I think should be "You will ask your friend to be more careful next time．"
D: I agree．The worst choice may be "You will get upset and won't talk to him / her any more．"
A: All right．One more choice．Listen, I've got one．"You will ask your friend to return it to you．"
B: That's quite natural．How many points shall we give each possible answer?
D: The highest score is two．The best should score two and the worst zero．
B: The third will score one．Shall we go on to the next question?
...
Reading and writing
This activity enables students to express their feelings and to help others．In other words, it gives students a better understanding of how to deal with this common situation．This is as much a role play as a writing activity, so it is important for students to discuss their ideas first．In this way they can collect their ideas, sort them out and prepare to write．
Sample writing:
Dear Xiaodong,
Some people like talking with others, but some people are shy．If you fall into the second group, it can be hard to make friends．But you can change the situation．
What are you interested in? If you like basketball, for example, you could talk with some of your classmates who like basketball．The easiest way to start talking to people is to find something you have in common．
If you are standing beside a group of your classmates, join in their discussion if you know something about the subject they are discussing．But if you don't, you shouldn't feel afraid to say, for example,”That sounds interesting, what is it about??Once you start talking to one person, it will get easier to talk to others．
Find one person you have something in common with, and once you become friends with him, his friends will start talking to you too．
Good luck!
Editor
SUMNING UP
To "Sum up" is to let students think about what they believe they have and have not learned．It should encourage self-reflection and taking responsibility for one's own learning．Of course, it also serves as a self-review．
When you check to see if your students have made a good summary, see the Teaching aims and demands in this unit．
LEARNING TIP
This section is intended to give students suggestions for further study on their own．It is hoped it will help students develop their learning strategies．
Teaching guide for the Workbook （練習(xí)冊教學(xué)指導(dǎo)）
LISTENING
1 Read the incomplete passage to get prepared for the listening．
2 Listen to the passage and get the main idea．
3 Listen for the second time and fill in the gaps．
4 Check the answers in pairs．
5 Listen once again if necessary and check the answers with the whole class．
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LISTENING TEXT
Do you keep a diary? Is there anybody or anything so special to you that you would like to write it down? You may say to yourself,”I will put this away for now, but later in my life I will read it again and think about what happened to me when I was young．?Why do you wish to do this? Because you don't want to forget it, whether it is good or bad．You are afraid that you will not be able to remember what really happened or how you felt about it at the time．Most important, perhaps, you hope to keep your memories of the person, place or thing, especially if it changed your life．
That is why some of us put our thoughts into a diary．A diary is very personal．It is usually filled with writing that you want to keep only for yourself．In other words, you don't wish to share what you have written with anyone else．So, in a diary the writer and the reader are the same person - you．Sure, you might decide to share your secret thoughts and feelings with your best friend, but you will not read everything to her or him．A diary is often only interesting to the person who keeps it．Now you may have a better understanding of why Anne thought her diary a good friend to her．
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Answer key:
special; happened; were young; personal; feelings; why; thought
TALKING
1 Listen to what Leslie Clark, the Canadian, has to say about her experiences with friendship in China．
2 Ask the students in small groups to discuss whether they agree or disagree with her．
3 Then have the students take sides: at least one of them will support Leslie's viewpoint, and the rest will not support it．Tell the students to think about why they agree or disagree with Leslie．
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LISTENING TEXT
Leslie Clark, a Canadian from Vancouver, arrives in China to do some business in Luoyang, Henan Province．Her company sells buses．During her one-month stay she meets many Chinese people: officials, engineers, businessmen, store-owners, shop assistants, students, teachers, road workers and bus drivers．Most of these people try to make friends with her．A few of them invite her to dinners with delicious food and drink．They take her to visit interesting places and to a mountain in the countryside．She is given a comfortable room in the best hotel in town．Some people invite her to be their guest in their homes．Leslie is asked whether she thinks Chinese people are friendly．"Yes," she says without a moment's thought,”I think Chinese are very friendly．?Everyone who asks her says that they are glad to hear it．However, when she got on the plane to fly home, another Canadian asks her,”S o, did you make any friends in China??Leslie replies, "Yes, I made some very good friends．But I'm really not sure about a few of the others, I think some of them just tried to be my friends for their own reasons．"
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Sample dialogue:
A: I agree with Leslie．What she said is true．In China, people are very friendly．
B: I'm afraid I can't agree with you．Some people are, but sometimes they make friends to get a job or to get to know important people．I want to have friends to share my thoughts and feelings with．I want us to care for each other．Whenever you are in trouble, you don't feel worried if you have your friends．And your friends can get help from you too if they need it．Isn't that being a good friend?
C: Exactly．A friend in need is a friend indeed．You can not just think of yourself, you must think about your friend's needs, interests and feelings．
A: That's correct．But some people do try to use a friend- ship to help them make a lot of money．You need friends in business and Leslie is in business．So she has to expect that some people are being nice to her to get some advantage for themselves．
B: Yes, of course．But a true friend will last and stay friends for many years．Leslie will just have to see if the Chinese friends she made will stay friends for a long time．Then she will know true Chinese friendship．
USING WORDS AND EXPRESSIONS
Answer key for Exercise 1:
1 trust; concerned; calm down; in order to
2 share; thoughts; upsets; feelings
3 on purpose
4 crazy; share; cheats
5 has gone through
Answer key for Exercise 2:
1 They hid there for almost two years and never dared go out．
2 We tried to calm him down, but he kept shouting．
3 Don't laugh at him．Sometimes you are not able to do as well as he （does）．
4 In the early 20th century, China went through too many wars．
5 The children haven't been outdoors （have been indoors）all day．Let them play outdoors for a while．
6 Please use the word to make a sentence according to the situation given．
7 This series of readers is very interesting．
8 The man saved the girl from the river and her mother was very grateful．
9 Mr Jones lives alone and often feels lonely．
10 We communicate with each other by Internet / through the Internet．
USING STRUCTURES
Suggested answers to Exercise 1:
Anne said that they went quickly upstairs and into the hiding place when they arrived at Prinsengracht．She said that they closed the door behind them and they were alone．She said （that）Margot had come faster on her bicycle and was already waiting for them．She said （that）all the rooms were full of boxes and they lay on the floor and the beds．She said （that）the little room was filled with bedclothes and they had to start clearing up at once, if they wished to sleep in comfortable beds that night．Anne said （that）her mother and Margot were not able to help．She said （that）they were tired and lay down on their beds, but her daddy and she, the two "Helpers" of the family, started at once．
Anne said （that）they unpacked the boxes, filled the cupboards and tidied the whole day, until they were extremely tired．She said they did sleep in clean beds that night．She said they hadn't had any warm food to eat all day, but they didn't care．Anne said （that）her mother and Margot were too tired and worried to eat, and her daddy and she were too busy．
LISTENING TASK
As we all know, students sometimes have difficult relationships with their parents．Anne was no different．She loved her father but she did not always follow his advice．She felt that he did not always understand her and was trying to protect her too much．She also wondered whether he worried too much about what other people thought．Anne felt she should be able to make her own friends and take responsibility for her choices．This was the problem she had with Peter．Her father felt she was too young to have a boy for a close friend．Anne felt Peter was the only person in the attic that she could talk to about her feelings．This listening passage describes how Anne tries to deal with this issue and the result of this conflict．
Teaching Suggestions:
1 Before listening to the tape, discuss with the students whether they always do what their parents tell them．Are there situations where they disagree with their parents? For example, a student may prefer to relax after dinner before doing his homework．However, his parents want him to do it right away．Or, a student may have a friend whom his / her parents do not like．He / She may not want to end the friendship but the parents may insist on it．If time permits, discuss further with students the consequences of disobeying their parents．In particular, ask them what their parents would do and what attitude they would have towards their parents．
2 Now have students listen to the passage．
3 After listening, have students discuss in small groups what they think Anne's father will do．
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LISTENING TEXT
On Saturday evening I asked Peter whether he thought I ought to tell Daddy about our friendship．When we'd discussed it a little, he decided that I should．I was glad, because it showed he was a good person．As soon as I got downstairs I went off with Daddy to get some water．While we were on the stairs I told him about Peter and my friendship．Daddy didn't reply right away and then he said,”I think you must be careful, Anne．We live so close together here．”O(jiān)n Sunday morning he called me and we talked about it again．“Anne, I have thought about what you said．I think you must not talk to him alone so often．This is a special situation．If you were outside like everyone else, you would see other boys and girls and you could do all kinds of other things．But here, you are a lot together and if you want to get away you can't．You see each other 24 hours a day - in fact all the time．? Then on Friday he showed he was not pleased with me．He had thought that after our talk on Sunday I would not go upstairs every evening．But I did not agree, so I continued to talk to Peter every evening．
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SPECIAL NOTE: Anne, in fact, continued to see Peter but her father was quite upset．She wrote her father a letter to explain how she felt about Peter．Anne said that Peter was the only person she felt comfortable talking to about her feelings．In the letter, she also told her father that she felt her parents didn't show enough love for her and didn't trust her enough．Her father told her that it was the worst letter he had ever received in his life．She had been loved and cared for, Mr Frank insisted．Furthermore, he told Anne that they were only thinking of what was best for her．Anne felt ashamed and cried．Yet, Anne's father allowed her to continue to talk to Peter．In return, Anne assured her father that Peter and her would remain just good friends．
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2 Answers will vary．This could be developed into a class discussion．
Suggested answers to Exercise 1:
What Anne's father thought What Anne thought
about being friends with Peter She should be careful to make friends with Peter． She wanted her father to be happy for her to have a friend．
about talking to him every night He was unhappy． She wanted to continue．
about following her father's ideas He thought Anne would agree to stop seeing Peter so often． She thought her father was wrong．
Suggested answers to Exercise 2:
1 Everyone needs a friend．Anne needs a good friend．
2 They can talk together happily and they are not doing anything wrong．
3 They are always with the family, so her father can watch over her．
READING TASK
Although, friendship is valued in all cultures, it is often expressed in different ways．This is especially true in Hawaii, which prides itself on making friends with strangers．The word for friendship is "aloha," but the word carries many meanings, depending on the situation in which it is used．For example, it can also mean "Goodbye." The idea is to let others know that whether they are coming or going, they are always welcome．So the word”a loha?has as much to do with "friendliness"as friendship．
Hawaii is a unique place in many ways．The eight larger islands are farther away from the continents than any other islands in the Pacific Ocean．Yet they are home to rich cultural diversity．The first inhabitants were the Hawaiians, a people who sailed to these islands in wooden canoes centuries ago from another part of Polynesia．In the past 150 years, other peoples have come to live here from every East and Southeast Asian nation and most of the other islands in the Pacific Ocean．They have also come from North America and Western Europe．More importantly, Hawaii is a place where the East truly meets the West．The living and learning environment of these beautiful islands mixes the best of both worlds．This coming together of cultures happens in the schools, in business and in government．It also happens in families: most of the people are multi-racial, that is, from many races．No racial or ethnic group is a majority, either, which makes Hawaii the only state in the US with this special situation．To be Hawaiian nowadays is to be part of a new culture that is open to change．
Teaching Suggestions:
1 Before they read the passage, ask students if they can think of any place in the world where Chinese and Western cultures live side by side．Places they might mention include Hong Kong, Macao, Singapore, the Philippines, San Francisco and Vancouver．Ask them to describe what they imagine life to be like in such a place．
2 Now have students read the passage．
3 After they read it, have students talk with a partner and consider how the Hawaiian idea of friendship could help different peoples to get along with one another．Besides friendship, you may want to have students think of another way to communicate better with people from other cultures．
Suggested answers to Exercise 1:
aloha to be with happiness / goodbye / our hearts singing together lokahi oneness with all people
kokua help ohana family
lei a circle of flowers worn around the neck
Suggested answers to Exercise 2:
1 Hawaiians say "aloha" to each other to show friend-ship．
2 They welcome people of all races, languages and cultures with "lokahi" which means "oneness with all people".
3 They give visitors a "lei" to make them feel at home．
4 It's because Hawaii is a place where many cultures live together peacefully and co-operate with each other．
5 They try to help each other so that all feel stronger．People are told that their actions should be as gentle as the wind blowing from the sea．
6 They solve the problems with understanding and treat all people as if they are part of the same family．
7 Students'answers will vary．
SPEAKING TASK
The purpose of this task is to provide students with communicative practice．The students are put into situations that involve moral choices and could happen to anyone．These situations do not have a clearly right or wrong choice．Rather, their importance lies in the ideas produced during the discussion．
Teaching Suggestions:
1 In pairs, have the students read the situations and choose one to discuss．
2 After each pair comes to an agreement, have them record their solution to the problem on a piece of paper and give it to you．
3 Put pairs that have different solutions to the same situation in groups of four．
4 Let them present their reasons to each other about what to do and try to come to an agreement about the best course of action．
5 Have a student from each group report their new solution to the class．
6 If time permits, ask the students to work in pairs and make a dialogue like the following．
Sample dialogue:
S1: Hello, Liu Ming．How are you? I have something to discuss with you．I feel very uncomfortable about this but I think we must talk about it．I have been offered a ticket to a concert of the”Backstreet Boys?
S2: Wow! That's wonderful! I know how much you like them and how much you have always wanted to go to one of their concerts．Is there any chance I might get a ticket too?
S1: I am so sorry．They are only staying here for one night and Shen Ming offered me one．There was only one, or of course I would have thought of you．
S2: When are they coming? Perhaps I can queue up with you to get their autographs?
S1: That's just what I wanted to say．The concert is on Saturday．
S2: Oh I see．You want to change our arrangement for the picnic．Well, as a matter of fact I cannot go either on Saturday．My cousin is coming over and we shall have to visit my aunt．
S1: So it all turned out for the best．Thank goodness!
WRITING TASK
The purpose of this task is to involve the students in a critical thinking process．The students are provided with a list of proverbs about friends and friendship．These may help them to better understand how differently people see friends．It also gives them a chance to express their own views on friends and friendship．Make sure the students understand the meaning of the proverbs before they start to write．
Sample writing:
I don't agree with all the proverbs about friends or friendship．I agree with the following ones:
1 The same man cannot be both friend and flatterer．
2 Walking with a friend in the dark is better than walking alone in the light．
3 Friendship cannot stand always on one side．
I think a person can praise, blame, scold but shouldn't flatter his / her friend（s）．A friend is a treasure to his / her friend（s）．Friends should help each other and share their joys and sorrows-true friendship isn't one-sided．
I disagree with the following ones:
1 A friend in need is a friend indeed．
2 Friends are like wine; the older, the better．
3 With clothes the new are the best; with friends the old are the best．
In my opinion, a friend is a friend．There should be no such terms as true friend or false friend．I think a false friend cannot be a friend at all．I also think that a new friend is as good as an old one．A friend, new or old, is a friend．He / She is always devoted and helpful to his / her friend．
* PROJECT
Friendship is such a popular topic that there are lots of stories, songs, poems and plays about it．After learning this unit, the students should be encouraged to collect as much material on this subject as they can from the library, media and the Internet．They may hold an English party, where they can put on performances, eg reciting poems, singing songs, telling stories, etc．This is a good way to increase the students?interest in learning English as well as enhance their understanding of friendship．
CHECKING YOURSELF
This part aims at encouraging students to make a self-assessment after they finish learning each unit．The questions in the Workbook may help them．They should check to see:
● what experience, skill and knowledge they have obtained;
● if their interest has increased or decreased;
● if they are using effective ways of learning;
● what problems they have and what solutions they have found, etc．
First get the students to think about these questions individually．Then they can discuss in groups sharing their experience．You can join in and give them advice and suggestions where necessary．
Enrichment
NOTE
PERSONS
Anne Frank was born on June 12, 1929 in Frankfurt, Germany．At that time the Jewish community was a key part of the city's economic and cultural success．Her father, Otto Frank, was a respected businessman whose ancestors first came to the city centuries before．His family lived in a comfortable five-room flat and Anne was raised with loving concern and great care．In the spring of 1934, a year after Hitler rose to power, the family moved to Holland, whose people welcomed them．
After the German invasion of 1940, Anne was forced to leave her school, as were all known Jews．Almost right away, the Gestapo began to send thousands of Dutch resisters to slave labour camps in Germany．Then in February 1941 the Gestapo began to arrest Jews．It was at this moment that Otto Frank made plans to hide his family．
For the next 25 months the Franks and another family, the Van Daans, stayed on the top floor, curtains drawn so as not to attract unwanted attention．Sadly, a Dutch employee in the office told the Gestapo of the whereabouts of the families．Finally, they were arrested．They were in one of the last groups of Jews to be taken to the camps．Anne's mother got very ill at Auschwitz in Poland and stayed behind when Anne, her sister, and Mrs Van Daan were moved to Belsen, a smaller camp in Germany．Peter, who was in better health than the others, was forced into a long march from the camp where he disappeared．When Margot died in March, 1945, Anne probably lost her desire to live．She died just before her 16th birthday and less than a month before the surviving Jews were liberated by American, British, Canadian and Russian soldiers．
BACKGROUND
The building in Amsterdam where Anne Frank's family hid was not a set of apartments but a small business office with storage rooms．Therefore, people were not expected to come and go from it except during regular business hours．This expectation made it all the more difficult for the Franks to receive visitors．Thus it was that during the day the lower floors continued to serve as a place of business．After working hours, the Frank's Dutch friends brought them food, clothing, news from the outside world, and a bit of comfort．When the German Army conquered Holland in the spring of 1940, it soon sent its secret police, the Gestapo, into the peace-loving nation to search for Dutch Jews．Over the next four and a half years more than 100, 000 Dutch Jews were sent to concentration camps in eastern Germany and western Poland．The Frank family was among them．
FURTHER READING
The following passage is an excerpt, or part, of one of the longest and last entries in Anne Frank's diary．It can be used with both whole classes and individual students who show a keen interest in the unit topic．It is not necessary to provide additional background information to students before using this reading passage．
A DIARY ENTRY OF ANNE
Saturday, 15 July, 1944
"For in its innermost depths youth is lonelier than old age." I read this saying in some book and I've always remembered it, and found it to be true．Is it true then that grownups have a more difficult time here than we do? No．I know it isn't．Older people have formed their opinions about everything, and don't waver before they act．It's twice as hard for us young ones to hold our ground, and maintain our opinions ...
Anyone who claims that the older ones have a more difficult time here certainly doesn't realize to what extent our problems weigh down on us, problems for which we are probably much too young, but which [are continuous], until, after a long time, we think we've found a solution, but the solution doesn't seem able to resist the facts which [put] it to nothing again．That's the difficulty in these times: ideals, dreams, and cher