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``Unit1friendshipParticipants:靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴晓，邹舍龙School:TaiZhouNo.1SeniorMiddleSchool1.Teachingaimsanddemands类别课程标准要求掌握的项目话题Friendsandfriendship;interpersonalrelationships词汇AddpointupsetignorecalmconcernloosecheatreasonlistsharefeelingNetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequestionnairequizsituationeditorcommunicatehabitaddupcalmdownhavegottobeconcernedaboutwalkthedoggothroughhideawaysetdownaseriesofonpurposeinordertofacetofaceaccordingtogetalongwithfallinlovejoinin功能1.态度(attitudes)Areyouafraidthat---?I’vegrownsocrazyabout---Ididn’tdare---2.同意和不同意（agreementanddisagreement）Iagree.Ithinkso.Exactly.`` ``Idon’tagree.Idon’tthinkso.I’mafraidnot.3.肯定程度（certainty）That’scorrect.Ofcoursenot.语法直接引语和间接引语(1):陈述句和疑问句1.陈述句“Idon’twanttosetdownaseriesoffactsinadiary.”SaidAnne.-----Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiary.2.一般疑问句Heasked,“Areyouleavingtonight?”---Heaskeduswhetherwewereleavingthatnight.3.特殊疑问句“Whendidyougotobedlastnight?”fathersaidtoAnne.---FatheraskedAnnewhenshewenttobedthenightbefore.1.Suggestedteachingnotes1).AnalysesoftheteachingcontentsThisunitisaboutfriendship,andnearlyalltheteachingmaterialscenteronit.Warmingup---Thequestionnaireleadsstudentstothinkandtalkabout`` ``friendship,gettoknowtheproblemsbetweenfriendsandseeksolutions,whichmakespreparationsforthefurtherteachingintopics,backgroundandvocabulary.Pre-reading---Thequestionspromptstudentstothinkcriticallyaboutfriendsandfriendshipinreality,alertingthemtothefactthatbesidespeople,adiarycanbeafriend,too.Reading---ThediarybytheJewishgirlAnnegaveaglimpseofherlifeduringherfamily’sshelterinAmsterdamfromtheGermanNazis’killinginworldwar2.shetreatsthediaryasherbestfriend,andinitrevealsherlongingforanormallifeandclosecontactwithnature,whichhelpshergetthroughthedays.Comprehending---Ithelpsstudentsfurtherunderstandthetextbydoingmultiplechoices,questionsandanswers,and`` ``matching.Learningaboutlanguage---Itteachestheimportantexpressionsandstructuresandgrammar:directandindirectspeeches.Usinglanguage---Thetwoletters,listening,questionnairedesign,letterwritingandfunwritingpreparesstudentstofurthertalkaboutfriendship,especiallytheproblemswithmisunderstanding,andunfriendliness,thusstrengtheningstudents’abilitiestopracticelanguage,discover,andsolveproblems.Summingup---Itsummarizesthewholecontentsofthisunitfromtheaspectsoftopics,vocabularyandgrammar.Learningtip---Thispartencouragesstudentstoformthehabitofwritingadiary.Integratingskills---ThetextintroducesthewayHawaiians`` ``expressfriendship,togetstudentstorealizetheculturaldifferencesinthevaluesoffriendshipinadditionitsimportanceinallcultures.2)MakingoftheteachingplanThisunitcentersonfriendsandfriendship,exploringdifferenttypesoffriendshipwithparticularattentiontothatonecandevelopwithoneself,i.e.,thecomfortandsupportoneseeksfromanimaginaryfriend.Studentsareexpectedtocometobetrulyawareofthequalitiesandconductsthatmakeagoodfriend,displayanddeveloptheabilitytocopewithmisunderstanding,conflictsandproblemsrelatedtofriendship,andgiveadviceonit.Theconceptthatevenanordinarythingcanbeafriendshouldbreakdownthetraditionalbelief`` ``intheinterpersonalnatureoffriendship.Also,thecomparisonofsimilaritiesdissimilaritiesinfriendshipcomprehensionbetweentheEastandtheWestleadsstudentstoknowbetterthevaluesoffriendshipinWesterns’eyes.Allinall,thisunitpromisestounveilthetrueessenceoffriendshipandhelpsstudentstoleadamorefriendlyandharmoniouslife.Thus,basedonthetheme,contentsandteachingobjectives,thewholeteachingprocedurescanfallintofiveperiodsasfollows:Period1WarmingupandspeakingPeriod2ReadingPeriod3GrammarPeriod4Integratingskills(WB)Period5Usinglanguage3.TeachingplansforeachperiodPeriod1Warming-upandSpeaking1.Teachingobjectives:`` ``1)TargetlanguageI(don’t)think……I(don’t)thinkso.I(don’t)agree.Ibelieve……That’scorrect.Inmyopinion,……2)Abilitygoalsa.DescribeyourfriendsinEnglishb.Figureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheproblems.3)Learningabilitygoalsa.Toencouragestudentstothinkandtalkaboutfriendsandfriendshipbyusingsomephrasesandstructures.b.Tolearntosolveproblemsthatmayoccurbetweenfriends.c.TocultivatethestudentstoformthegoodhabitoflearningEnglishinSeniorMiddleSchool.2.Teachingimportantpoints:a.Usethegivenadjectivesandsentencestructurestodescribeoneofyourfriends.b.Learntoevaluatefriendsandfriendship.3.Teachingdifficultpoints:a.Worktogetherwithpartnersanddescribeoneofyour`` ``goodfriends.a.Discusswithpartnersandfindoutwaystosolvetheproblems.4.Teachingmethodsa.Task-basedteachingandlearningb.Cooperativelearningc.Discussion5.Teachingaids:CAI6.Teachingproceduresandways:Step1Lead-inandWarming-upBeforethelesson,theteachercanarousethestudents’interestsbyshowingavideoofAuldLangSyne.Atthebeginningofthefirstclass,wecangetthestudentstotalkabouttheirsummerholidays.Thestudentscantalkfreelyastheylike.1.Howdidyouspendyoursummerholidays?Howdidyoufeel?Whatdidyoudoinyoursummerholidays?Whatdidyoudoinyoursparetime?`` ``1.Whatdoyouthinkofournewschool?Doyoulikeit?Couldyousaysomethingaboutit?2.Doyoulikemakingfriends?Howdogetintouchwithyourfriends?Doyouhavemanyfriends?Wherearetheynow?Doyouhaveanyoldfriendsinourschool?Haveyoumadeanynewfriendsinourclass?Step2Thinkitover1.Giveabriefdescriptionofoneofyourfriends.Thefollowingphrasesandstructuresmaybehelpful:His/Hernameis……He/Sheis……yearsold.He/Shelikes……anddislikes……He/Sheenjoys……andhates……He/Sheisverykind/friendly/……When/Wherewegottoknoweachother.2.Whattypesoffriendshipdoyouhave?Pleasetickthemout.Thenfillintheblanks.girlfriendsboyfriendspenfriendslong-distancefriendsfriendsofthesame`` ``agee-friends(friendsovertheinternet)friendsacrossgenerationsunusualfriendslikeanimals,books……1).______is/aremostimportanttoyou.2).Youspendmostofyourfreetimewith____.3).Youwillshareyoursecretswith_____.4).Whenintrouble,youwillfirstturnto_____.Step3Makeasurvey1.Listsomequalitiesofagoodfriendoryouridealfriend.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.Tellyourpartneryourstandardsofgoodfriendsbyusingthefollowingstructure:Ithinkagoodfriendshould(not)be……Inmyopinion,agoodfriendissomeonewho……1.Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.2.Asktheclasswhetherornottheyagreewithallthequalitieslisted.3.Thenhavethestudentsdothesurveyinthetextbook.`` ``1.Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.2.Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship:★4~7points:Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsorjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo.★8~12points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.★13+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.Welldone.(Youmayalsoshowyourstudentstheresultsaboveandletthemselvesself-reflectupontheirownvaluesoffriendship)Step4Talkingandsharing(workinpairs)1.Ifyourbestfrienddoessomethingwrong,whatwillyoudo?Trytousethefollowingphrases:I(don’t)think……I(don’t)thinkso.`` ``I(don’t)agree.Ibelieve……That’scorrect.Inmyopinion,……Whattodo reasons 2.Whatisafriend?ABritishnewspaperonceofferedaprizeforthebestdefinition(定义)ofafriend.Ifyouweretheeditior,choosethebestonefromthefollowingentries(条目),andexplainwhy.Onewhounderstandsmysilence.Afriendinneedisafriendindeed.Friendsarejustthepeoplewhoshareyourhappinessandsorrow.Whenyoulookatyourwatchat4am,butstillknowyoucancallthemandwakethemup,andthey’llstillwanttotalktoyou,that’sfriendship.Tohaveafriend,youneedtobeagoodfriend.`` ``Step5Groupwork(output)Theteachercangiveeachgrouponeofthesequestionsbelowtotalkabout.Thenlettheclasssharetheirideas.It’sbettertostimulatethestudentstoexpresstheirownopinionsaboutthesequestions.1.Doyouthinkitisagoodideatoborrowmoneyfromyourfriend?WhyandWhynot?2.Whatfactorsmaycausethebreakdownofagoodfriendship?3.Whatcanbeyourunusualfriendbesideshumanbeings?Andwhy?Step6homework1.Writedownashortpassageaboutyourideas/thefactors/yourunusualfriends.2.Prepareforthenewlesson.Period2Reading“Anne’sBestFriend”1.Teachingobjectives:1)Todevelopthestudents’readingability,learntousesomereadingstrategiessuchasguessing,keysentences,skimming`` ``andsoon;2).Togetthestudentstorealizetheimportanceoffriendsandfriendship,andtotelltruefriendsfromfalsefriends;3).Tograspsomeusefulwordsandexpressionsinthispassage,suchasonpurpose,becrazyaboutetc.;4).Tolearnthewritingstyleofthispassage.2.Teachingmethod:Task-basedteaching3).Teachingprocedure:Step1.Pre-reading1.Pleaseenjoythreepiecesofmusicandfindoutwhattheyareabout.2.Whydoyouthinkfriendsareimportanttoyou?3.Whatdoyouthinkagoodfriendshouldbelike?Listthegoodqualitiesagoodfriendshouldhave.4.Haveyoueverconsideredmakingfriendswithanimals,plantsorevenanobject?Whyorwhynot?Step2.Reading1.TrytoguesswhatAnne’sfriendisandwhatthepassageisaboutbyreadingthetitleandhavingaquickatthepicturesin`` ``thispassagewithoutreadingit.2.Skimmingthefirsttwoparagraphstoconfirmyourguessing.1)WhatwasAnne’sbestfriend?Whydidshemakefriendswithit?2)Didshehaveanyothertruefriendsthen?Why?3)WhatisthedifferencebetweenAnne’sdiaryandthoseofmostpeople?4)Doyoukeepadiary?Whatdoyouthinkmostpeoplesetdownintheirdiaries?5)WearegoingtoreadoneofAnne’sdiaries.butbeforereading,canyoutellmewhatthediaryisaboutwiththehelpofonekeysentenceinthe2ndparagraph?3.ReadingofAnne’sdiaryHowshefeltinthehidingplaceTwoexamplestoshowherfeelingsthenStep3.Post-reading1.WhatwouldyoumissmostifyouwentintohidinglikeAnneandherfamily?Giveyourreasons.2.GroupworkWorkingroupstodecidewhatyouwoulddoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingthe`` ``Emperordidnotlike.Wherewouldyouplantohide?Howwouldyouarrangetogetfoodgiventoyoueveryday?Whatwouldyoudotopassthetime?------3.DiscoveringusefulwordsandexpressionsCompletethefollowingsentences,usingwordsandexpressionsfromReading1)Shehasgrown_______aboutcomputergames.2)WasitanaccidentordidDaviddoiton_______?3)Fromthebeginning,Paulmadeitclearthathewouldbe______(完全地)incontrol.4)Heusedtowork_______eveninthemiddleofwinter.5)Justthe_______ofmorefoodmadeherfeelsick.6)Youhadbetterhavea_________talkwithhim.7)Borninapoorfamily,themanager_________lotsofhardshipsinhischildhood.8)Adiaryisoftenkeptto________whathappensinpeople’sdailylives.Step4.Talkingaboutfriendsandfriendship1.Therearemanyproverbsaboutfriendsandfriendship.`` ``Choosetheoneyouagreewithandexplainwhy,thenchooseoneyoudisagreewithandexplainwhy.Afriendinneedisafriendindeed.Friendsarelikewine;theolder,thebetter.Afriendtoallisafriendtonone.Thesamemancannotbebothfriendandflatterer(阿谀奉承者).Falsefriendsareworsethanopenenemies.Walkingwithafriendinthedarkisbetterthanwalkingaloneinthelight.2.Wehavetalkedaboutfriendsandfriendshiptoday,canyouwriteoneortwosentencestoexpressyourunderstandingoffriendsandfriendship.Step5.Homework:1.Interviewahighschoolstudent,abusinessman,apoliceofficerandahousewifetofindouttheiropinionsaboutfriendsandfriendship.Writeareporttoshareitwiththewholeclass.2.Describeoneofyourbestfriendsfollowingthewritingstyleofthispassage.Ending:Let’ssingthissongaboutfriendstogetherPeriod3Grammar`` ``1．TeachingobjectivesLearntousedirectspeechandindirectspeech2.TeachingimportantpointSummarizetherulesofDirectSpeechandIndirectSpeech.3.TeachingdifficultpointLearnaboutthespecialcasesinwhichthetensesshouldn’tbechanged.4.TeachingmethodsDiscussing,summarizingandpracticing.5.TeachingproceduresStep1LeadinT:Inthelastlesson,welearnedAnneFrank’sstory.Sheistellingherstoriestotwoofherfriends—youandTom.Tomhassomethingwrongwithhisears,soyouhavetorepeatAnne’ssentences,usingindirectspeech.SometimesyouexplainTom’ssentencestoAnne.“Ihavetostayinthehidingplace.”saidAnne.→Annesaidshehadtostayinthehidingplace.`` ``“Doyoufeelsadwhenyouarenotabletogooutdoors?”TomaskedAnne.→TomaskedAnneif/whethershefeltsadwhenshewasnotabletogooutdoors.“Idon’twanttosetdownaseriesoffactsinadiary,”saidAnne.→Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiary.“Whatdoyoucallyourdiary?”Tomasked.→Tomaskedwhatshecalledherdiary.Ssgoonthistopicbythemselves.Step2GrammarT:Nowlet’slookatthesesentencesagain.IfwewanttochangeDirectSpeechintoIndirectSpeech,whatshouldbechanged?Ssdiscussbythemselves.Ss:sentencestructures,tenses,pronouns,adverbialsoftimeandplaceandverbsshouldbechanged.T:Quiteright.Lookattheformonthescreen.Thesearetherules.`` ``直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。1.直接引语是陈述句，变成间接引语时，由连词that引导。例如： Shesaid,"Iamveryhappytohelpyou."→ Shesaidthatshewasveryhappytohelpyou.2.直接引语是一般/选择疑问句，变成间接引语时，由连词whether或if引导。例如： Heaskedme,"Doyoulikeplayingfootball?"→ Heaskedmeif/whetherIlikedplayingfootball.注意：大多数情况下，if和whether可以互换，但后有ornot,或在动词不定式前，或放在介词后作连接词时，一般只用whether。例如： Sheaskedmewhetherhecoulddoitornot. 3.直接引语是特殊疑问句，变成间接引语时，由相应的疑问词who,whom,whose,how,when,why,where等引导。例如： Mysisteraskedme,"Howdoyoulikethefilm?"→ MysisteraskedmehowIlikedthefilm.4.直接引语是祈使句，变成间接引语时，把动词原形变成动词不定式，并在动词不定式前加tell,ask,order等的宾语。例如： Thecaptainordered,"Bequiet."→ Thecaptainorderedustobequiet. 注意：此种情况的否定句，在动词不定式前加not。 Myteacheraskedme,"Don'tlaugh."→ Myteacheraskedmenottolaugh.`` ``5.一些注意事项(1)间接引语一般要用陈述句的语序，即主、谓、宾的顺序。例如： HeaskedLucy,"Wheredidyougo?"→ HeaskedLucywhereshewent. Tomsaid,"Whatdoyouwant,Ann?"→ TomaskedAnnwhatshewanted.(2)直接引语是客观事实、普遍真理等，变成间接引语时，时态不变。例如： Theytoldtheirson,"Theearthgoesroundthesun."→ Theytoldtheirsonthattheearthgoesroundthesun.(3)直接引语变间接引语时，指示代词、时间状语、地点状语等要作相应的变化。例如： Hesaid,"Ihaven'tseenhertoday."→ Hesaidthathehadn'tseenherthatday.注意：如果转述时就在原来的地方，就在说话的当天，就不必改变指示代词、时间状语、地点状语等。DirectSpeechIndirectSpeechPresentpastPastpastandpastperfectPresentperfectpastperfectPastperfectpastperfectPresentcontinuouspastcontinuousStep3practice`` ``T:TurntoPage5.Pleasechangethefollowingdirectspeechintoindirectspeechandindirectintodirect.1.“I’mgoingtohidefromtheGermans,”Annesaid.2.“Idon’tknowtheaddressofmynewhome,”saidAnne.3.“Icannotaskmyfatherbecauseitisnotsafetoknow,”shesaid.4.“Ihadtopackupmythingsveryquickly,”thegirlsaid.5.“Whydidyouchooseyourdiaryandoldletters?”Dadaskedher.6.Mumaskedherif/whethershewasveryhotwithsomanyclotheson.7.Margotaskedherwhatelseshehadgot.8.Anneaskedherfatherwhentheywouldgobackhome.9.Anneaskedhersisterhowshecouldseeherfriends.10.MotheraskedAnnewhyshehadgonetobedsolatethenightbefore.Step4CorrectingmistakesTanalysesthecommonmistakesSshavemadeduringthepractice.T:Nowlet’slookatthescreenandpayattentiontothesesentences.Choosetherightsentenceandtellmewhythe`` ``otheroneiswrong.Step5AgamePlayaguessinggame“whoismysecretfriend?”Onestudentcomestothefrontwithhispartner.Thereststudentsaskhimquestionswhilehispartnerchangesthemintoindirectspeech.Intheend,thepersonwhohasguessedtherightanswercancometothefronttotaketheplaceofthefirststudent.Sothegamegoeson.Suggestedsentences:Canyourfriendspeak?Whatdoeshe/sheweartoday?Ishe/shetallorshort?Whatdoyouandyourfrienddoinyourfreetime?Doyouquarrelwitheachother?...Step6HomeworkDoExercise1onPage42.HereisanotherpageofAnne’sdiary.Readitthroughandthenuseindirectspeechtoretellthestory.`` ``Period4integratingskills“FriendshipinHawaii”1.Teachingobjectives:TolearnaboutwaysofshowingfriendshipinHawaiiandsharetheiropinionsonfriendship.Becauseitisalessonofintegratingskills,Ssarealsoaskedtowritesentencesonfriendship.2.Teachingprocedures:Step1Lead-in1.TalkaboutdifferentwaysofshowingfriendshipofminoritygroupsinChina.2.CompareChinesewaysofshowingfriendshipwithWesternways.Anddiscusswhythereisabigdifference.Therefore,showthesentence:Everyculturehasitsownwaystoshowfriendship.3.AskstudentsiftheycanthinkofanyplaceintheworldwhereChineseandWesterncultureslivesidebyside.TheymaythinkofHongkong,Macao,Singapore.Andtheteacherwilladdonemore-------Hawaii.`` ``Step2Fastreading1.ItissaidthatHawaiiisaplacewheretheEasttrulymeetsthewest.ConsiderhowpeopleshowtheirfriendshipinHawaii.Showapictureandfindtheinformationfromthetextbook.(bygiving“leis”tooneanother.)Explainwhatisa“lei”.2.ReadfastandfindoutmorewaystoshowfriendshipinHawaiitofillintheform.3.Accordingtotheform,askthemtoconsiderwhatfriendshipisinHawaiians.Step3Carefulreading1.Readthe2ndparagraphcarefullyandask“WhydomanydifferentpeoplescallHawaiitheirhome?”(Hawaiiisaplacewherepeoplemakeonebigcommunityfrommanysmallercommunities.ItmeansHawaiihasarichculturaldiversity.)Step4Writingtask1.Showproverbsaboutfriendsandfriendship.ExplainthemandaskSstochoosesometheyagreewithand`` ``sometheydisagreewithandexplainwhy.1.Discusswiththeirpartnerandtrytowritesomesimilarsentencestoshowtheiropinionsonfriendship.Step5HomeworkSurftheInternettocollectmaterialslikepoems,storiesaboutfriendship.Andsharethemwithyourfriends.Period5Listening&Writing1.TeachingobjectivesTopractisestudents’listeningability.Topractisestudents’writingskillsofhowtoofferadvice.Toimprovestudents’abilitytohelpotherssolveproblems.2.Teachingprocedure(Analysis:Listeningandwritingareexpansionofthetopicofthetext.ListeningisaboutLisa’sproblemofmakingafriendwithaboy.SheasksMissWangforadvice.Throughlisteningandexercise,studentslearnhowtogiveadviceandtheskillofgivingadvice.Andalsoletthemthinkabouttheproblemofboy’smakingfriendswithgirlsandgirlswithboys.Andthen`` ``designatasktoaskstudentstogiveadviceaccordingtothedifferentproblemstopractisetheirabilitytosolvetheproblems.Alloftheselaythefoundationforthenexttaskwriting.Inthisway,studentsfeelthattheyhaveinformationtoputout.Andwritingmakesfortheimprovementofstudents’writingability,strengtheningtheircomprehensionoffriendship.)Step1Lead-inDoyourememberwhatAnn’sbestfriendis?Isitamanorathing?HaveyouseenthefilmCastAway?WhenTomisaloneonadesertedisland,whatdoeshemakefriendswith?(avolleyball)Guesswhatmybestfriendis?(Saysth.aboutmusic,petsorplants.)Soyouseeamancanmakefriendswithanyoneandanything.Thenboys,wouldyouliketomakefriendswithgirls?Girls,wouldyouliketomakefriendswithboys?Whatkindofgirlwouldyouliketomakefriendswith?Andwhatkindofboywouldyouliketomakefriendswith?Ifyouseeaboyclassmatemakesafriendwithagirl,willyou`` ``saysomethingaboutthembehind?(Ifno,sayyouarekind.Ifyes,sayyouareagossiper.)Ifyouarethatboy/girl,wouldyouliketobegossipedabout?ButhereLisahassuchaproblem.Readtheletter.Lisaisaskingyouforhelp.Whatadvicewillyougive?Youaregiven2minutestodiscussingroupsandthenoffergroup’sopinions.Step2ListeningBesidesyouLisaalsoasksMissWangofRadioforTeenagersforhelp.WhatadvicedoesMissWanggivetoLisa?Let’slistentowhatshesays.Listenfor3timesanddolisteningexercises.Step3Post-listeningDoyouthinkMissWang’sadviceishelpful?NowsupposeyouareeditorsofRadioforTeenagers,herearesomeproblemsforyoutoofferadvice.(Giveeachgroupaproblemandaskthemtowritedowntheiradvice.)1.Idon’thaveenoughpocketmoney.2.I’mnotsatisfiedwithmyappearance.3.Mydeskmatehaslostareferencebook,she/hethinksthat`` ``I’mathief.1.IworkhardbutIhardlymakeprogress.2.IwanttotraveltoWuZhenTownwithmyfiendsthisweekend,butmyparentsdon’tallowmetogo.3.Idon’tlikethewayMr.LiteachesusEnglish,soI’mnotinterestedinEnglishanylonger.4.Mymotherhasjustgivenbirthtomylittlebrother.I’mworriedthatthebabywillrobmeofmyparents’loveandeveneverything.5.Iquarreledwithmybestfriend3daysago.Uptonow,wehaven’tsaidawordtoeachother.6.I’dliketobemonitor,butatthesametimeIdoubtwhetherIhavesuchability.7.I’moftenlateforschool.TheteacherissoangrythathethreatensthatifI’mlateagain,Iwillbedismissed.Step4WritingYouradviceisgoodandhelpful.Allofyouarequalifiededitors.NowIhavejustreceivedaletterfromalonelyboy.Readtheletter,whatishisproblem?Whatisyouradviceforhim?Writeareply.`` ``Step5HomeworkWriteastoryaboutyouandyourfriend.``
