高一英語必修1全冊教案

Unit1Friendship

PartOne:TeachingDesign(第一部分：教學設計)

Period1:Asamplelessonplanforreading

(ANNE'SBESTFRIEND)

Aims

Totalkaboutfriendship

Toreadaboutfriendship

Procedures

I.Warmingup

1.Warmingupbyassessing

Alotofpeoplehaveonlyfewpossibilitiesofgettingfeedbackabouttheirown

personality.Inthisexerciseyouwillhavetheopportunitytogetsomefeedbackandto

discussitwithapartner.Whilecomparingyourmutualjudgements,certainprejudices

ormisunderstandingsmayappear,aspeopleoftendonotknoweachotherthoroughly

enoughtojudgeotherscorrectly.Trytobehonest!

Selfassessment

Ofthefollowingcharacteristicschoose5thatareparticularlyapplicabletoyou

personally.

sociable,honest,friendly,easygoing,nervous,open-minded,anxious,careful,

talented,talkative,nosy,thoughtful,generous,carefree,pessimistic,peaceful,

optimistic,interesting,reliable,helpful,active,careless,caring,exact,adventurous,

imaginative,hot-blooded,well-organised,trustworthy,patient,responsible,

outgoing,kind,brave,warm-hearted,selfless,tolerant

Partnerassessment

Nowchoose5characteristicfeatureswhichyouthinkareespeciallyapplicableto

yourpartner.

sociable,honest,friendly,easygoing,nervous,open-minded,anxious,careful,

talented,talkative,nosy,thoughtful,generous,carefree,pessimistic,peaceful,

optimistic,interesting,reliable,helpful,active,careless,caring,exact,adventurous,

imaginative,hot-blooded,well-organised,trustworthy,patient,responsible,

outgoing,kind,brave,warm-hearted,selfless,tolerant

2.Warmingupbydescribing

Havethestudentsgetintogroupsoffourtodescribetheirownidealfriend.Individual

studentsmustdecideonTOP5characteradjectivesthatcouldbeusedtodescribethe

idealfriendandinsisttheyhavegoodreasonsfortheirchoice.Thenletthegroup

leadergivetheclassadescriptionoftheiridealfriend.

3.Furtherapplying

Youmayalsohavethestudentsdothesurveyinthetextbook,followingthesteps

below.

1.Getthestudentstomakealistofthreequalitiesagoodfriendshouldhave.

2.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.

3.Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlist

themontheboard.

4.Asktheclasswhetherornottheyagreewithallthequalitieslisted.

5.Thenhavethestudentsdothesurveyinthetextbook.

6.Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.

7.Theteacherasksomestudentshowmanypointstheygotforthesurveyandassess

theirvaluesoffriendship:

★4-7points:Youarenotagoodfriend.Youeitherneglectyourfriend'sneedsor

justdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriend

needstodo.

★8?12points:Youareagoodfriendbutyousometimesletyourfriendship

becometooimportant,oryoufailtoshowenoughconcernforyourfriend'sneedsand

feelings.Trytostrikeabalancebetweenyourfriend^needsandyourown

responsibilities.

★13+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriend

youneedbalanceyourneedsandyourfriend's.Welldone.

(Youmayalsoshowyourstudentstheresultsaboveandletthemselvesself-reflect

upontheirownvaluesoffriendship)

ILPre-reading

TofbcustheStudents9attentiononthemaintopicofthereadingpassage.

Toactivatetheirpreviousknowledgeonthetopic.

III.Talkingandsharing

Workingroupsoffour.Tellyourgroupmateshowyoureflectonthesequestions.

1.Whydoyouneedfriends?Makealistofreasonswhyfriendsareimportantto

you.

2.Whatdoyouthinkagoodfriendshouldbelike?Listwhatagoodfriendshoulddo

andsharethelistwithyourpartners.

3.Doesafriendalwayshavetobeaperson?Whatelsecanbeafriend?

4.Doyouthinkadiarycanbecomeyourfriend?Whyorwhynot?

Instructions:Theteachercangiveeachgrouponeofthesequestionsabovetotalk

about.Thenlettheclasssharetheirideas.It'sbettertostimulatethestudentsto

challengetheirclassmates9opinionsaboutthesequestions.

Possibleanswers

QI:ReasonsIneedfriends:

Xtocopewithstressfulsituationsinlife

Xtosharemyworriesandsecretsinmyinnerworld

Xtoshowmyconcernforotherpeople

toletotherpeoplesharemyhappiness

tounfoldtootherpeoplethesecretsinmyheart(tonamebutfew.)

Q2:Agoodfriendshould:

Xtellmethetruth(honest)

begoodtome(friendly)

bewillingtoconsideroracceptothers9ideasoropinions(open-minded)

bewillingtohelpothers(generousorhelpful)

begood-tempered

thinkaboutwhatothersneedandtrytohelpthem(caring)

beloyaltotheirresponsibility(responsible)

Xnoteasilyupset(easy-going)

beout-going(liketomeetandtalktonewpeople)

betolerant(allowotherpeopletohavedifferentopinionsordosomethingin

adifferentway)

Xbeselfless(tonamebutfew)

Q3:Whatelsecanbeafriend?

Answerscanbevarious,(omitted)

Q4:Students5answersmayvarybutmustincludeareason.

Yes.Ithinkitcanbe,becauseIcansetdownhowIfeeleverydayinmydiary,

andletotherpeoplereadittosharemyfeelingssometimelater.Aboveall,it

feelsgoodtowritedownmythoughtsandfeelingonpaperwhenIamsador

lonely.

IV.Reading

1.Lookingandguessing

Workinpairs.Lookatthepicturesandtheheadingandguesswhatthetextmightbe

about.

1).Imaginewhatitmightbelikeifyouhadtostayinyourbedroomforawholeyear.

YoucouldnotleaveiteventogototheWCortogetacupoftea.Howwouldyou

feel?

2).Whatwouldyouchooseifyouareonlyallowedtohavefivethingswithyouinthe

hidingplacebecausethereisverylittleroom?

2.Readingtosummarisethemainideaofeachparagraph.

Skimthetextandsummarisethemainideaofeachparagraphinonesentence.

Para.One:Annemadeherdiaryherbestfriendwhomshecouldtelleverything.

Para.Two:Anne'sdiaryactedashertruefriendduringthetimesheandherfamily

hadtohideawayforalongtime.

Para.Three:Havingbeenkeptindoorsforsolong,Annegrewsocrazyabout

everythingtodowithnature.

3.Languagefocus

Nextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthe

passage.Copythemtoyournotebookafterclassashomework.

laughat,gothrough,make/call+O+Noun(asO.C.),hideaway,setdown,grow

crazyabout,dowith...,therewasatimewhen...,keepsb.spellbound,onpurpose,in

ordertodosth.,fartoo+adj./adv,happentodosth.,itwasthefirst/secondtime

thatfacetoface

V.Closingdown

Closingdownbydoingexercises

ToendthelessonyouaretodothecomprehendingExercises1and2.

Closingdownbydiscussionofideas

Workingroupsoffour.Discusstheideasputforwardinthereadingpassage.Itdoes

notmatterwhetheryouagreeordisagree.Whatisimportantisthatyoushouldhavea

reasonforwhatyousay.Alsoyoucanputforwardyourownideas,eithercriticising

thetextorusingitasasupport:

★Whatwouldyoudoifyourfamilyweregoingtobekilledjustbecausetheydid

somethingtheEmperordidnotlike?

★Wherewouldyouplantohide?

★Howwouldyouarrangetogetfoodgiventoyoueveryday?

Whatwouldyoudotopassthetime?

LanguagechunksfromUnit1Friendship

addup,getsth.done,calmsb.done,havegotto,goonholiday,talkcareof,walkthe

dog,getloose,payforsth,cheatintheexam,shouldhavedone,someoneelse's,

laughat,gothrough,hideaway,setdown,aseriesof,ahidingplace,Iwonderif...,

grow/be/becomecrazyabout,couldhavedone,keepsb.spellbound,keepdoing,stay

awake,onpurpose,inorderto,byoneselffartoomuch,itwas(is)thefirsttime

that...,facetoface,feellonely/sitalone,saveone'slife,beconcernedabout,withso

manyclotheson,havetroublewithsb,atthemoment,getalong(well)withsb./sth,

enjoydoing,be/become/makefriendswith,be/fallinlove(with),trysth.outonsb.

askforadvice,givesb.someadviceon...,makeanefforttodosth.,joininsth.,show

one'sinterestin,farandwide,payattentionto,looktoone'sownconcern,share

one'sthoughtsandfeelingswithsb,cometoaconclusion,bepreparedtodosth.,a

heart-to-hearttalk,hurtone'sfeelings,changeone'smind,liveinpeace,goona

picnic,getawaywith,feelathome,inneed

Period2:AsamplelessonplanforLearningaboutLanguage

(Direct&IndirectSpeech(I)statements&questions)

Aims

Todiscoverusefulwordsandexpressions

Todiscoverusefulstructures

Procedures

I.Warmingup

Warmingupbydiscoveringusefulwordsandexpressions

Turntopage4anddoExercises1,2,3and4first.Thencheckyouranswerswith

yourclasspartner.

ILLearningaboutgrammar:DirectandIndirectSpeech

1.DirectSpeech

Indirectspeech,theoriginalspeaker'sexactwordsaregivenandareindicatedby

quotationmarks.

★“Idon'tknowwhattodoJsaidDean.

Insomegrammarbooks,"saidDean'isreferredtoasareportingclause.don'tknow

whattodo,“isreferredtoasthereportedclause.

2.IndirectSpeech

Inindirectspeech,theexactmeaningofthespeaker'swordsisgiven,buttheexact

wordsarenotdirectlyquoted.

★Deansaidthathedidn'tknowwhattodo.

Toconvertdirectspeechintoindirectspeech:

Ifthemainverbispasttense,presenttenseverbsin'thatclause,mustalsobechanged

topasttense.

Deansaidthathedidn'tknowwhattodo.

Firstandsecondpersonpronounsmustbechangedtothirdpersonpronouns.

Deansaid_thathedidn'tknowwhattodo.

(Theword'that'canoftenbeleftout:Deansaidhedidn'tknowwhattodo.)

3.IndirectQuestions

Thesamerulesapplytoindirectquestionsastoindirectstatements.Thedifferenceis

thatawh-clauseisusedinsteadofathatclause.

Directquestion:"DidMarama'shorsewinaprize?”O(jiān)wenasked.

Indirectquestions:Owenaskedwhether(orif)Marama'shorsehadwonaprize.

Directquestion:6tWhywon'tyoumarryme?^^askedDonald.

Indirectquestion:Donaldaskedherwhyshewouldn'tmarryhim.

Intellingastoryorrecountingevents,aspeakerusingdirectspeechhasallthe

resourcesofintonationtoproducealivelyaccount.Becauseindirectspeechisalways

speechreportedbysomeoneelse,theaccountismorereservedandrestrained.

“Whatshallwedo?”askedBev.

“Don'tworry,Bev,"saidDuncan,"I'vegotaplan.”

BevaskedDuncanwhattheyshoulddo.Hetoldhernottoworryandthathehadgot

aplan.

Theabilitytochangedirectspeechintoindirectspeechisausefulskillforthose

engagedintakingtheminutesofameetingorreportingonevents.

Directspeech:uFirstofall,Iwouldliketothankeverybodywhohelpedwiththefair.

Theresultswereverygood,andwewillnowbeabletobuytwomorecomputers.

Indirectspeech:Theprincipalsaidthathewouldliketothankeverybodywhohad

helpedwiththefair.Heannouncedthattheresultswereverygoodandthatthe

schoolwouldnowbeabletobuytwomorecomputers.

III.Discoveringwordsandexpressions

Doexercises1,2,3and4onpage4and5.Checkyourworkwithyourpartner's.

IV.Discoveringstructures

Doexercise1and2.Checkyourworkwithyourpartner's.

Period3:AsamplelessonplanforUsingLanguage

(AletterfromastudenttotheeditorofThe21stCentury)

Aims

Tolistentoaletteraboutfriendship

Tospeakaboutaquestionnaireaboutfriendship

Towriteadviceaboutfriendship

Towriteafewlinesdescribingafriend

Procedures

I.Warmingup

1.ReadthelettertoMissWangandfindoutwhatwasupsettingLisa.

2.ListentowhatMissWangsays,andthenanswerthequestionsinExercise2.

3.ListentothetapeagainandtrytospelloutthemissingwordsinEx3.

ILTalkingaboutdesigningaquestionnaire

Workingroupsoffour.Designaquestionnairetofindoutwhatkindoffriendsyour

classmatesare.AsktheStudentstousethequizintheWarmingUpasanexample.

Note:Thestudentsshouldbetalkingwhiletheyaredoingthetask.Thisprovidesthe

studentswiththeopportunitytopractiseexpressingthoughtandconcerninmattersof

immediateconcernandinterest.Tellthestudentstofollowthesesteps:

Stepl:Inyourgroup,comeupwithfoursituationsamongfriends.Designfour

questionsaccordinglywiththreepossibleanswers.

Step2:Putthefourquestionstogetherandformaquestionnaire.

Step3:Checkthequestionnairethroughandtryitoutonyourowngroup.

Step4:Shareyourquestionnairewithanothergroupandtryeachother's

questionnaires.

Samplequestionnaire:

Thisquestionnairehasfourquestions,andeachquestionisfollowedbyasetof

possibleanswers.Pleasereadthequestions,andthenconsiderwhichresponsefitsyou

best.

l.WhyamIclosefriendswiththispersonnow?

A.Becausebeingfriendswithhim/herhelpsmefeelimportant.

B.BecausemyfriendwouldbeupsetifIendedtherelationship.

C.Becausehe/sheissomeoneIreallyenjoysharingemotionsandspecialevents

with.

2.WhydoIspendtimewithmyfriend?

A.BecausemyfriendwouldgetmadatmeifIdidn't.

B.Becauseitisfunspendingtimewithhim/her.

C.BecauseIthinkitiswhatfriendsaresupposedtodo.

3.WhydoIlistentomyfriend'sproblems,ortowhatmyfriendhastosay?

A.BecausemyfriendpraisesmeandmakesmefeelgoodwhenIdo.

B.Becauseit'sinterestingandsatisfyingtobeabletosharelikethat.

C.BecauseIreallyvaluegettingtoknowmyfriendbetter.

4.WhydoIkeeppromisestomyfriend?

A.BecauseIbelieveitisanimportantpersonalqualitytoliveuptomypromisestoa

friend.

B.BecauseitwouldthreatenourfriendshipifIwerenottrustworthy.

C.BecauseIwouldfeelbadaboutmyselfifIdidn't.

ScoringSheet:

A1pointA1pointAlpointA3points

QlB2pointsQ2B2pointsQ3B2Q4B2points

points

C3pointsC3pointsC3Clpoint

points

☆4-6points:Youarenotagoodfriend.Youeitherneglectyourfriend'sneedsor

justdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriend

needstodo.

☆7-9points:Youareagoodfriendbutyousometimesletyourfriendship

becometooimportant,oryoufailtoshowenoughconcernforyourfriend'sneedsand

feelings.Trytostrikeabalancebetweenyourfriend^needsandyourown

responsibilities.

☆10+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriend

youneedbalanceyourneedsandyourfriend's.Welldone.

Studentsworkingroupsandtrytheirownquestionnairesintheschooltocollectmore

informationaboutstudents9reflectionofthevaluesoffriendship.

III.Guidedwriting

1.ReadthelettertotheeditorfromXiaodongandmakesureyouknowwhat

problemXiaodonghas.

2.Discussingroupsoffour.ThinkwhatadviceyoucangiveXiaodong.

3.WriteyouradvicetoXiaodongasaneditorindividually.

Samplewriting:

DearXiaodong,

Somepeopleliketalkingwithothers,butsomepeopleareshy.Ifyoufallintothe

secondgroup,itcanbehardtomakefriends.Butyoucanchangethesituation.

Whatareyouinterestedin?Ifyoulikebasketball,forexample,youcouldtalkwith

someofyourclassmateswholikebasketball.Theeasiestwaytostarttalkingto

peopleistofindsomethingyouhaveincommon.

Ifyouarestandingbesideagroupofyourclassmates,joinintheirdiscussionifyou

knowsomethingaboutthesubjecttheyarediscussing.Butifyoudon't,youshouldn't

feelafraidtosay,forexample,"Thatsoundsinteresting,whatisitabout?”O(jiān)nceyou

starttalkingtooneperson,itwillgeteasiertotalktoothers.

Findonepersonyouhavesomethingincommonwith,andonceyoubecomefriends

withhim,hisfriendswillstarttalkingtoyoutoo.

Goodluck!

Editor

IV.Writingassessment

1.CanyougiveXiaodongsomegoodadvice?

2.1syourletterwelldeveloped?

3.Areyourideaswellorganizedtothepoint?

4.Doyouhaveagoodchoiceofwordsandidiomsinyourwriting?

5.Doyougetagoodmasteryofcomplexstructuresoflanguage?

6.Whatkindofmistakeshaveyoumadeinyourwriting?Whatcanyoudotoavoid

suchmistakes?

V.FurtherApplying

Herearesomeproverbsaboutfriendsandfriendship.Readthemcarefullyandpay

attentiontothesentencestressandintonation.Thenwriteapassage.Choosesome

youagreeandexplainwhy.Thenchoosesomeyoudisagreeandexplainwhy.

Afriendinneedisafriendindeed.

Friendsarelikewineztheolder,thebetter.

Whenyoumeetyourfriend,yourfaceshines—youhavefoundgold.

Afriendtoallisafriendtonone.

Thesamemancannotbebothfriendandflatterer.

Thebestmirrorisanoldfriend.

匚Xll-￡S,CSK一CO...CSC-j—SCSCMA■Z*

■Youmayalsohavethestudentscompletethetaskashomeworkafterclass.

PartTwo:TeachingResources(第二部分：教學資源)

Section1:Backgroundreadingonfriendship

FriendshipQuotes

LQuestionsaboutfriendship

1.Whatisthemainprobleminfriendship?(leavingsomeoneout)

2.Howdoyoukeepafriend?(treatsomeonelikeyouwanttobetreated)

3.Whatisagoodfriend?(somebodywhomyoucandependon)

4.Whatifyourfriendsaidtheywouldn'tbeyourfriendifyouwereanotherperson's

friend?(That"fHend“wouldnotmindifshewerereallyyourfriend.)

★“Truefriendshipislikesoundhealth;thevalueofitisseldomknownuntilitbe

lost."CharlesCalebColton

★“Afriendisonewhowalksinwhenotherswalkout"WalterWinchell

★“Afriendisonewhobelievesinyouwhenyouhaveceasedtobelievein

yourself"Lysha

★“Thebetterpartofone'slifeconsistsofhisfHendships.“一AbrahamLincoln

★“Adviceislikesnow;thesofteritfalls,thelongeritdwellsupon,andthedeeperit

sinksintothemind."-SamuelTaylorColeridge

★"Friendshipisthegoldenribbonthattiestheworldtogether.^^Kristina

Kentigian

★“FriendsarethesunshineofJohnHay

★Afriendinneedisafriendindeed.

ILTipsonbeingagoodfriend

Treatyourfriendsthewayyouwanttobetreated.

XKeepsecretsthataretoldtoyou.

XPayattentionwhenyourfriendistalking.

XKeepyourpromises.

XSharethingswithyourfriend.

Tellyourfriendthetruth.

Stickupforyourfriend.

III.Whatkindoffriendareyou?

1.Ifyourfriendtellsyouasecretthatisn'tbadbutyoupromisednottotellanyone,

youwill.

A.telleveryoneB.keepthepromise

2.Ifyouknowyourfriendisplanningtocheatonatest,youwill.

A.tellyourteacherB.letyourfriendcheat

C.helpyourfriendstudyforthetestsoshewon*tfeelsheneedstocheat

3.Ifyourfriendtellsyouasecretanditmaycausehisorherdeath,you

will.

A.tellatrustedadultB.keepitasecretC.tellyourfriends

Youmayprintthissheetandanswerthequestions.Thendiscusstheanswerswith

yourfriends.

Atruefriendshipshould:

oencourageyoutoliveyourdream.

osupportyoutowardyourgoals.

osympathizeforyourlossesandhelpyoufindasilverlining.

obuildyourself-esteem.

Ifhappinessandlife-satisfactionareyourgoals,yourfriendsshouldbechosenonthe

basisofhowwelltheycanaccomplishthosefourgoals.

Happinessisapersonalchoicethatcomesfromwithin.But,asthefriendshippoem

says,itsurelydoesn'thurttohavesupportivefriendshipsthathelpusachieveour

goals.

IV.Self-reflectionuponfriendship

ReadthefollowingstatementsandthentickYes(V)orNo(x)toshowyouropinions

uponfriendship.

1.Friendshipisveryimportanttome.

2.1havealotoffriends.

3.Therecanbetruefriendshipbetweenaschoolboyandaschoolgirl.

4.1amverykindtomyfriends.

5.Ithinkeveryoneshouldhavefriends.

6.Friendsmusthavethesamecharacter.

7.Ikeepadiaryandthinkitismyclosefriend.

8.Whenmyfriendisintrouble,Iamalwaysreadytohelp.

9.Idon'tliketotalktoothersverymuch.Iliketobealone.

10.1keepapetanimalandtreatitlikeafriend.

Afriendshippoem

Choosefriendswisely,theportraittheypaint

Iswhoyouareandwhoyouain't.

Friendshipislife'sgreatsupport

Whenfriendsareoftherightsort.

Forallyourdreamsdotheymakeroom,

Orbringyoudownwithdoomandgloom?

Youwillknowafriendshipistrue.

Whenitbringsoutthebestinyou.

It'strue.Youcantellapersonbythecompanyshekeeps.Ourfriendshipsnotonly

tellalotaboutwhowearetheymakeuswhoweare.Thefriendshippoemabove

saysitall.Youwillknowafriendshipistruewhenitbringsoutthebestinyou.

Takealookatyourfriends.Dotheybringoutthebestinyou?Thatmightseemlikea

sillyquestion.Wealltendtothink,“Ofcoursetheybringoutthebestinme.I

wouldn'tbefriendswiththemotherwise.^^

Section2:Vocabularyteachingstrategy

I.Theroleofvocabularyteaching

InthecontextoflearningEnglishasaforeignlanguage,alearnerisforcedtobe

autonomousandindependentandmakeconsciousefforttoleamvocabularyoutside

theclassroomsimplybecausetheexposuretothetargetlanguageislimitedinclass.

Soteacherscannotrelyontheirstudents"pickingup'lexicalitems.Thismakes

explicitvocabularyteachingnecessary.However,vocabularyisnotoriouslydifficult

ifnotimpossibletoteachbecauseofthecomplexityofitslinguistic,semanticand

psycho-cognitiveaspects

ILBestapproach

Therearenouniversallyusefulstrategiesandtheycontributetovocabularylearning

indifferentways.Studentsuseanumberofstrategies,oftensimultaneously.The

efficiencyofvocabularylearningdependsonhowstudentscombineindividual

strategies.Ifstudentscombineandemployindividualstrategiesfromdifferentgroups

theywillbemoresuccessfulindevelopingthetargetlanguagelexicon.Thus,theideal

combinationwouldbethatofstrategiesfromallfourgroups.

Theteachershouldcreateactivitiesandtasks(tobedonebothinandoutsideclass)to

helpstudentstobuildtheirvocabularyanddevelopstrategiestolearnthevocabulary

ontheirown.Studentsexperimentandevaluateandthendecidewhichtoadoptor

rejectsincestrategiesarenotintendedtobeprescriptive.

III.Practicalactivities

Hereisaselectionofpracticalactivitiesthatdirectlearnerstowardsusingstrategies

ofvocabularylearning.

1.Theusefulalphabet(self-initiatedindependentlearning)

Eachstudentgetsaletterandhastofind5,10or15wordsheorshethinks

wouldbeusefulforhimorher.Heorshethenreporttotheclass,perhapsasa

mingleactivity,usingwordcards(ononesidetheywritetheletter,onthe

othertheinformationontheword-spelling,pronunciation,definition).

2.Wordbag(formalpractice)

Thisistogetyourstudentstowritedownnewwordstheyhearinclass.

Atthebeginningoftheterm/course,dividestudentsintogroupsofabout5and

giveeachgroupanumber(e.g.1-6).Atthebeginningofeachclass,giveeach

groupabout10cardsonwhichtheywritethenumberoftheirgroupandthe

newwordstheyhearinclass.Attheendofeachclass,theyputtheircardsinto

the“wordbag“andevery2weeksyoucheckwhethertheystillknowthose

wordsandwhichgrouphasthemostcards.Intheendtherearetwowinners:

thegroupthathasthemostcards,andtheonethatknowsmorewords.

3.Especiallyforyou(Functionalpractice)

Theteacherpreparesalistofwords.Eachstudentgetsoneword,whichis

preparedespeciallyfbrhimorher.Thetrickisthateachstudentgetsaword

whoseinitialletteristhesameastheinitialofthestudent'sfirstname,e.g.

Lindagetslistless.Eachstudentmustlookitupinthedictionaryduringthe

classandafterafewminutesreporttotheclass.E.g.”MynameisLindaand

I'mlistless.ThatmeansthatIam...(definition)...9,.Forhomeworkstudents

candothesameusingtheirsurname.

4.Wordtour(memorizing)

Instructionsforyourstudents:Thinkofatownorcityyouknowwell.Imagine

thatyouareorganizingasightseeingtour.Thinkof5placesyouwould

includeonyourtourandwritedowntheorderinwhichthetouristswouldvisit

them.Learnyourtouroffbyheartsothatyoucanpictureitinyourmind.

Wheneveryouhave5newEnglishwordstolearn,imaginethesewordsarethe

touristsonyourtourandpicturethewordsintheplacesonyourtourlikethis.

Tour:TrafalgarSquare;BuckinghamPalace;HousesofParliament;

WestminsterAbbey;DowningStreet.Wordstolearn:apron,dustpan,vacuum

cleaner,featherduster,broom.ImagineNelsononhiscolumninTrafalgar

Squarewearinganapron,thequeenbrushingthefloorinBuckinghamPalace

andusingadustpan...

Section3:WordsandexpressionsfromUnit1Friendship

addv.l.putsomethingwithsomethingelseorwithagroupofotherthings:Doyou

wanttoaddyournametothelist?2.toputtwoormorenumberstogetherinorderto

calculatethetotal:Add6and6tomake12.3.toincreasethenumber:Thesalestax

adds15%tothepriceofclothes.4.tosaysomemorethatisrelatedtowhathas

alreadybeensaid:That'sallIwanttosay.Isthereanythingyou'dliketoadd.

Otherverbalphrasesof“add”

addto:tomakesomethinglargerandmorenoticeable:Ourexplanationseemed

onlytoaddtohisbewilderment.

addup:tocalculatethetotalofseveralnumbers:Addyourscoresupandwe'll

seewhowon.

addupto:tohaveaparticularresult:Hisschoolingaddeduptonomorethan

oneyear.

point:n?1.smallspot:Thestarsshoneliketinypointsoflightinthesky.2.sharp

end:aknifewithaverysharppoint.3.aunitusedtoshowthescoreinagameor

sport:Shelostthreepointsfbrthatfall.(inaskatingmatch)

upset:1.vt.&vi.tomakesomeonefeelunhappyorworried:I'msorry,Ididn'tmean

toupsetyou.2.adj<(notbeforenoun)unhappyandworried:Shewasstillupsetabout

theargumentthatshehadhadwithHarry.

ignore:vt.1.tobehaveasifyouhadnotseenorheardsomeoneorsomething(不理

睬)：Eithershedidn'tseemewaveorshedeliberatelyignoredme.2.topayno

attentiontosomethingthaty