→Step 1 Revision
1. Check the homework exercises.
2. Ask some students what a friend is.
→Step 2 Lead-in
Enjoy the song That’s What Friends Are For with the students. Ask the students to find out what it is about.
→Step 3 Pre-reading
Ask the students the following questions so as to begin to focus students’ attention on the main topic of the reading passage.
1. Why do you need friends? Make a list of reasons why friends are important to you.
2. What do you think a good friend should be like? List the good qualities a good friend should have.
3. Does a friend always have to be a person? What else can be your friend?
4. Have you ever considered making friends with animals, plants or even an object? Why or why not?
(The teacher can also tell students some background before starting to read. This is a true story. It took place in Amsterdam, Holland in the early 1940s after German Nazis had occupied most of Europe. They killed many Jews. To avoid being killed, some Jewish families went into hiding, often with the help of non-Jewish friends. This is what Anne’s family did. )
→Step 4 Reading
1. Get the students to try to guess what Anne’s friend was and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it.
2. Get the students to skim the first two paragraphs to confirm their guessing.
3. Have the class to read the passage silently and then ask them to answer the following questions.
1)What was Anne’s best friend? Why did she make friends with it?
2)Did she have any other true friends then? Why?
3)What is the difference between Anne’s diary and those of most people?
4)Do you keep a diary? What do you think most people set down in their diaries?
5)We are going to read one of Anne’s diaries, but before reading, can you tell me what the diary is about with the help of one key sentence in the second paragraph?
4. Reading Anne’s diary
1)While reading, guess the meanings of “spellbound”, “hold me entirely in their power” from the discourse.
2)After reading, ask the students how Anne felt in the hiding place and get them to give the two examples to show her feelings then.
3)Choose the best answer according to the diary.
(1)Anne made friends with her diary because______________ .
A. she didn’t like her other friends
B. she was a shy girl
C. she trusted nobody
D. she didn’t have a chance to communicate with her friends
(2)From the diary we can infer that______________ .
A. Anne was a girl who loves nature
B. Anne was good at writing diaries
C. Anne was longing for a normal life and she especially missed going outside and enjoying nature
D. Anne had good observation in her daily life
(3)Why did Anne and her family have to hide?
A. Because they were not Germans.
B. Because they were asked to do so.
C. Because they did something bad.
D. Because they were Jewish.
(4)What is the author’s attitude towards Anne in this passage?
A. Angry. B. Happy. C. Sorry. D. Disappointed.
(5)What is Anne’s tone from her diary?
A. Sad. B. Hopeful. C. Disappointed D. Angry.
(6)What made Anne crazy about nature?
A. Her interest in nature.
B. She had no friends.
C. She couldn’t get outdoors for a long time.
D. She could do nothing but watch nature.
Suggested answers:(1)D (2)C (3)D (4)C (5)A (6)C
4)Ask the students to read the diary again and try to retell it. The retelling must include the information required below:
Sample retelling:
The diary by Anne, a Jewish girl, gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in the Second World War. She treated the diary as her best friend, and in it she revealed her longing for a normal life and close contact with nature, which helped her get through the days.
→Step 4 Reading aloud
Play the tape of the passage for the students to listen and follow. Make sure the students phrase long sentences correctly by pausing at suitable places.
→Step 5 Post-reading
1. Get the students to do the exercises in the part Comprehending.
This part helps students further understand the text by doing multiple choices, questions and answers, and matching.
2. Group work
Think about and work in groups to discuss the following questions.
1)What would you 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?
→Step 6 Consolidation
1. Books shut. Get the students to tell something about Anne.
2. Books open. Get the students to discover useful words and expressions from the part Reading to complete the following sentences.
Show the exercises on the screen or give out exercise papers.
1)She has grown______________ about computer games.
2)Was it an accident or did David do it on______________?
3)From the beginning, Paul made it clear that he would be______________(完全地) in control.
4)He used to work______________ even in the middle of winter.
5)______________ get her boyfriend to find her, she______________ for many years.
6)______________ what he said, we can draw a conclusion that he just told______________ white lies.
7)Born in a poor family, the president______________ lots of hardships in his childhood.
8)A diary is often kept to______________ what happens in people’s daily lives.
9)When they met with each other on a quiet evening at the end of the street, they said nothing______________.
First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.
Suggested answers:1)crazy 2)purpose 3)entirely 4)outdoors 5)In order not to, hid away 6)According to, a series of 7)went through 8)set down 9)face to face
→Step 7 Homework
1. Read the passage again and try to retell it.
2. Finish off the related Workbook exercises.
3. Write one or two sentences to express your understanding of friends and friendship.
Ending Let’s listen and sing the song That’s What Friends Are For together
