高中英语 Unit 1(Friendship)教案21 新人教版必修1 教案 20页

新课标 高一必修1 英语教案Unit 1 FriendshipPartOne:TeachingDesign(第一部分：教学设计) Period1:Asamplelessonplanforreading (ANNE’SBESTFRIEND) Aims Totalkaboutfriendship ToreadaboutfriendshipProcedures I.Warmingup 1.Warmingupbyassessing Alotofpeoplehaveonlyfewpossibilitiesofgettingfeedbackabouttheirownpersonality.Inthisexerciseyouwillhavetheopportunitytogetsomefeedbackandtodiscussitwithapartner.Whilecomparingyourmutualjudgments,certainprejudicesormisunderstandingsmayappear,aspeopleoftendonotknoweachotherthoroughlyenoughtojudgeotherscorrectly.Trytobehonest! Selfassessment Ofthefollowingcharacteristicschoose5thatareparticularlyapplicabletoyoupersonally. 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\n Partnerassessment Nowchoose5characteristicfeatureswhichyouthinkareespeciallyapplicabletoyourpartner. 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.IndividualstudentsmustdecideonTOP5characteradjectivesthatcouldbeusedtodescribetheidealfriendandinsisttheyhavegoodreasonsfortheirchoice.Thenletthegroupleadergivetheclassadescriptionoftheiridealfriend. 3.Furtherapplying Youmayalsohavethestudentsdothesurveyinthetextbook,followingthestepsbelow. 1.Getthestudentstomakealistofthreequalitiesagoodfriendshouldhave. 2.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted. 3.Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard. 4.Asktheclasswhetherornottheyagreewithallthequalitieslisted. 5.Thenhavethestudentsdothesurveyinthetextbook. 6.Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8. 7.Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship: ★4~7points:Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsorjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriend\nneedstodo. ★8~12points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities. ★13+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.Welldone. (Youmayalsoshowyourstudentstheresultsaboveandletthemselvesself-reflectupontheirownvaluesoffriendship) II.Pre-reading TofocustheStudents’attentiononthemaintopicofthereadingpassage. Toactivatetheirpreviousknowledgeonthetopic. III.Talkingandsharing Workingroupsoffour.Tellyourgroupmateshowyoureflectonthesequestions. 1.Whydoyouneedfriends?Makealistofreasonswhyfriendsareimportanttoyou. 2.Whatdoyouthinkagoodfriendshouldbelike?Listwhatagoodfriendshoulddoandsharethelistwithyourpartners. 3.Doesafriendalwayshavetobeaperson?Whatelsecanbeafriend? 4.Doyouthinkadiarycanbecomeyourfriend?Whyorwhynot? Instructions:Theteachercangiveeachgrouponeofthesequestionsabovetotalkabout.Thenlettheclasssharetheirideas.It’sbettertostimulatethestudentstochallengetheirclassmates’opinionsaboutthesequestions. Possibleanswers Q1:ReasonsIneedfriends: ※tocopewithstressfulsituationsinlife ※tosharemyworriesandsecretsinmyinnerworld ※toshowmyconcernforotherpeople \n※toletotherpeoplesharemyhappiness ※tounfoldtootherpeoplethesecretsinmyheart(tonamebutfew.) Q2:Agoodfriendshould: ※tellmethetruth(honest) ※begoodtome(friendly) ※bewillingtoconsideroracceptothers’ideasoropinions(open-minded) ※bewillingtohelpothers(generousorhelpful) ※begood-tempered ※thinkaboutwhatothersneedandtrytohelpthem(caring) ※beloyaltotheirresponsibility(responsible) ※noteasilyupset(easy-going) ※beout-going(liketomeetandtalktonewpeople) ※betolerant(allowotherpeopletohavedifferentopinionsordosomethinginadifferentway) ※beselfless(tonamebutfew) Q3:Whatelsecanbeafriend? Answerscanbevarious.(omitted) Q4:Students’answersmayvarybutmustincludeareason. Yes.Ithinkitcanbe,becauseIcansetdownhowIfeeleverydayinmydiary,andletotherpeoplereadittosharemyfeelingssometimelater.Aboveall,itfeelsgoodtowritedownmythoughtsandfeelingonpaperwhenIamsadorlonely. IV.Reading 1.Lookingandguessing Workinpairs.Lookatthepicturesandtheheadingandguesswhatthetextmightbeabout. 1).Imaginewhatitmightbelikeifyouhadtostayinyourbedroomforawholeyear.YoucouldnotleaveiteventogototheWCortogetacupoftea.Howwould\nyoufeel? 2).Whatwouldyouchooseifyouareonlyallowedtohavefivethingswithyouinthehidingplacebecausethereisverylittleroom? 2.Readingtosummarisethemainideaofeachparagraph. Skimthetextandsummarisethemainideaofeachparagraphinonesentence. Para.One:Annemadeherdiaryherbestfriendwhomshecouldtelleverything.Para.Two:Anne’sdiaryactedashertruefriendduringthetimesheandherfamilyhadtohideawayforalongtime.Para.Three:Havingbeenkeptindoorsforsolong,Annegrewsocrazyabouteverythingtodowithnature.3.Languagefocus Nextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework. laughat,gothrough,make/call+O+Noun(asO.C.),hideaway,setdown,growcrazyabout,dowith…,therewasatimewhen…,keepsb.spellbound,onpurpose,inordertodosth.,fartoo+adj./adv,happentodosth.,itwasthefirst/secondtimethat…,facetoface V.Closingdown Closingdownbydoingexercises ToendthelessonyouaretodothecomprehendingExercises1and2. Closingdownbydiscussionofideas Workingroupsoffour.Discusstheideasputforwardinthereadingpassage.Itdoesnotmatterwhetheryouagreeordisagree.Whatisimportantisthatyoushouldhaveareasonforwhatyousay.Alsoyoucanputforwardyourownideas,eithercriticisingthetextorusingitasasupport: \n★WhatwouldyoudoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike? ★Wherewouldyouplantohide? ★Howwouldyouarrangetogetfoodgiventoyoueveryday? Whatwouldyoudotopassthetime? LanguagechunksfromUnit1Friendship addup,getsth.done,calmsb.done,havegotto,goonholiday,talkcareof,walkthedog,getloose,payforsth,cheatintheexam,shouldhavedone,someoneelse’s,laughat,gothrough,hideaway,setdown,aseriesof,ahidingplace,Iwonderif…,grow/be/becomecrazyabout,couldhavedone,keepsb.spellbound,keepdoing,stayawake,onpurpose,inorderto,byoneself,fartoomuch,itwas(is)thefirsttimethat…,facetoface,feellonely/sitalone,saveone’slife,beconcernedabout,withsomanyclotheson,havetroublewithsb,atthemoment,getalong(well)withsb./sth,enjoydoing,be/become/makefriendswith,be/fallinlove(with),trysth.outonsb.askforadvice,givesb.someadviceon…,makeanefforttodosth.,joininsth.,showone’sinterestin,farandwide,payattentionto,looktoone’sownconcern,shareone’sthoughtsandfeelingswithsb,cometoaconclusion,bepreparedtodosth.,aheart-to-hearttalk,hurtone’sfeelings,changeone’smind,liveinpeace,goonapicnic,getawaywith,feelathome,inneedPeriod2:AsamplelessonplanforLearningaboutLanguage (Direct&IndirectSpeech(Ⅰ)statements&questions) Aims Todiscoverusefulwordsandexpressions Todiscoverusefulstructures\nProcedures I.Warmingup Warmingupbydiscoveringusefulwordsandexpressions Turntopage4anddoExercises1,2,3and4first.Thencheckyouranswerswithyourclasspartner. II.Learningaboutgrammar:DirectandIndirectSpeech 1.DirectSpeech Indirectspeech,theoriginalspeaker'sexactwordsaregivenandareindicatedbyquotationmarks. ★“Idon’tknowwhattodo,”saidDean. Insomegrammarbooks,‘saidDean’isreferredtoasareportingclause.“Idon'tknowwhattodo,”isreferredtoasthereportedclause. 2.IndirectSpeech Inindirectspeech,theexactmeaningofthespeaker’swordsisgiven,buttheexactwordsarenotdirectlyquoted. ★Deansaidthathedidn’tknowwhattodo. Toconvertdirectspeechintoindirectspeech: Ifthemainverbispasttense,presenttenseverbsin‘thatclause’mustalsobechangedtopasttense. Deansaidthathedidn’tknowwhattodo. Firstandsecondpersonpronounsmustbechangedtothirdpersonpronouns. Deansaidthathedidn’tknowwhattodo. (Theword‘that’canoftenbeleftout:Deansaidhedidn’tknowwhattodo.) 3.IndirectQuestions Directquestion:“DidMarama’shorsewinaprize?”Owenasked. Indirectquestions:Owenaskedwhether(orif)Marama’shorsehadwonaprize.\n Thesamerulesapplytoindirectquestionsastoindirectstatements.Thedifferenceisthatawh-clauseisusedinsteadofathatclause.Directquestion:“Whywon’tyoumarryme?”askedDonald. Indirectquestion:Donaldaskedherwhyshewouldn’tmarryhim. Intellingastoryorrecountingevents,aspeakerusingdirectspeechhasalltheresourcesofintonationtoproducealivelyaccount.Becauseindirectspeechisalwaysspeechreportedbysomeoneelse,theaccountismorereservedandrestrained. “Whatshallwedo?”askedBev. “Don’tworry,Bev,”saidDuncan,“I’vegotaplan.” BevaskedDuncanwhattheyshoulddo.Hetoldhernottoworryandthathehadgotaplan. Theabilitytochangedirectspeechintoindirectspeechisausefulskillforthoseengagedintakingtheminutesofameetingorreportingonevents. Directspeech:“Firstofall,Iwouldliketothankeverybodywhohelpedwiththefair.Theresultswereverygood,andwewillnowbeabletobuytwomorecomputers.” Indirectspeech:Theprincipalsaidthathewouldliketothankeverybodywhohadhelpedwiththefair.Heannouncedthattheresultswereverygoodandthattheschoolwouldnowbeabletobuytwomorecomputers. III.Discoveringwordsandexpressions Doexercises1,2,3and4onpage4and5.Checkyourworkwithyourpartner’s. IV.Discoveringstructures Doexercise1and2.Checkyourworkwithyourpartner’s.Period3:AsamplelessonplanforUsingLanguage (AletterfromastudenttotheeditorofThe21stCentury) Aims\n Tolistentoaletteraboutfriendship Tospeakaboutaquestionnaireaboutfriendship Towriteadviceaboutfriendship Towriteafewlinesdescribingafriend Procedures I.Warmingup 1.ReadthelettertoMissWangandfindoutwhatwasupsettingLisa. 2.ListentowhatMissWangsays,andthenanswerthequestionsinExercise2. 3.ListentothetapeagainandtrytospelloutthemissingwordsinEx3. II.Talkingaboutdesigningaquestionnaire Workingroupsoffour.Designaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.AsktheStudentstousethequizintheWarmingUpasanexample. Note:Thestudentsshouldbetalkingwhiletheyaredoingthetask.Thisprovidesthestudentswiththeopportunitytopractiseexpressingthoughtandconcerninmattersofimmediateconcernandinterest.Tellthestudentstofollowthesesteps: Step1:Inyourgroup,comeupwithfoursituationsamongfriends.Designfourquestionsaccordinglywiththreepossibleanswers. Step2:Putthefourquestionstogetherandformaquestionnaire. Step3:Checkthequestionnairethroughandtryitoutonyourowngroup. Step4:Shareyourquestionnairewithanothergroupandtryeachother’squestionnaires. Samplequestionnaire: Thisquestionnairehasfourquestions,andeachquestionisfollowedbyasetofpossibleanswers.Pleasereadthequestions,andthenconsiderwhichresponsefitsyoubest. 1.WhyamIclosefriendswiththispersonnow? A.Becausebeingfriendswithhim/herhelpsmefeelimportant.\n B.BecausemyfriendwouldbeupsetifIendedtherelationship. C.Becausehe/sheissomeoneIreallyenjoysharingemotionsandspecialeventswith. 2.WhydoIspendtimewithmyfriend? A.BecausemyfriendwouldgetmadatmeifIdidn’t. B.Becauseitisfunspendingtimewithhim/her. C.BecauseIthinkitiswhatfriendsaresupposedtodo. 3.WhydoIlistentomyfriend’sproblems,ortowhatmyfriendhastosay? A.BecausemyfriendpraisesmeandmakesmefeelgoodwhenIdo. B.Becauseit’sinterestingandsatisfyingtobeabletosharelikethat. C.BecauseIreallyvaluegettingtoknowmyfriendbetter. 4.WhydoIkeeppromisestomyfriend? A.BecauseIbelieveitisanimportantpersonalqualitytoliveuptomypromisestoafriend. B.BecauseitwouldthreatenourfriendshipifIwerenottrustworthy. C.BecauseIwouldfeelbadaboutmyselfifIdidn’t. ScoringSheet:Q1A1point Q2A1point Q3A1point Q4A3points B2pointsB2pointsB2pointsB2points C3pointsC3pointsC3pointsC1point☆4~6points:Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsorjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo. ☆7~9points:Youareagoodfriendbutyousometimesletyourfriendshipbecome\ntooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities. ☆10+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.Welldone. Studentsworkingroupsandtrytheirownquestionnairesintheschooltocollectmoreinformationaboutstudents’reflectionofthevaluesoffriendship. III.Guidedwriting 1.ReadthelettertotheeditorfromXiaodongandmakesureyouknowwhatproblemXiaodonghas. 2.Discussingroupsoffour.ThinkwhatadviceyoucangiveXiaodong. 3.WriteyouradvicetoXiaodongasaneditorindividually. Samplewriting: DearXiaodong, Somepeopleliketalkingwithothers,butsomepeopleareshy.Ifyoufallintothesecondgroup,itcanbehardtomakefriends.Butyoucanchangethesituation. Whatareyouinterestedin?Ifyoulikebasketball,forexample,youcouldtalkwithsomeofyourclassmateswholikebasketball.Theeasiestwaytostarttalkingtopeopleistofindsomethingyouhaveincommon. Ifyouarestandingbesideagroupofyourclassmates,joinintheirdiscussionifyouknowsomethingaboutthesubjecttheyarediscussing.Butifyoudon’t,youshouldn’tfeelafraidtosay,forexample,“Thatsoundsinteresting,whatisitabout?”Onceyoustarttalkingtooneperson,itwillgeteasiertotalktoothers. Findonepersonyouhavesomethingincommonwith,andonceyoubecomefriendswithhim,hisfriendswillstarttalkingtoyoutoo. Goodluck! Editor\n IV.Writingassessment 1.CanyougiveXiaodongsomegoodadvice? 2.Isyourletterwelldeveloped? 3.Areyourideaswellorganizedtothepoint? 4.Doyouhaveagoodchoiceofwordsandidiomsinyourwriting? 5.Doyougetagoodmasteryofcomplexstructuresoflanguage? 6.Whatkindofmistakeshaveyoumadeinyourwriting?Whatcanyoudotoavoidsuchmistakes? V.FurtherApplying Herearesomeproverbsaboutfriendsandfriendship.Readthemcarefullyandpayattentiontothesentencestressandintonation.Thenwriteapassage.Choosesomeyouagreeandexplainwhy.Thenchoosesomeyoudisagreeandexplainwhy. ■Youmayalsohavethestudentscompletethetaskashomeworkafterclass.PartTwo:TeachingResources(第二部分：教学资源)Section1:Backgroundreadingonfriendship FriendshipQuotes I.Questionsaboutfriendship 1.Whatisthemainprobleminfriendship?(leavingsomeoneout) 2.Howdoyoukeepafriend?(treatsomeonelikeyouwanttobetreated) 3.Whatisagoodfriend?(somebodywhomyoucandependon) 4.Whatifyourfriendsaidtheywouldn’tbeyourfriendifyouwereanotherperson’sfriend?(That“friend”wouldnotmindifshewerereallyyourfriend.) ★“Truefriendshipislikesoundhealth;thevalueofitisseldomknownuntilitbelost.”---CharlesCalebColton \n★“Afriendisonewhowalksinwhenotherswalkout”---WalterWinchell ★“Afriendisonewhobelievesinyouwhenyouhaveceasedtobelieveinyourself.”---Lysha ★“Thebetterpartofone'slifeconsistsofhisfriendships.”---AbrahamLincoln ★“Adviceislikesnow;thesofteritfalls,thelongeritdwellsupon,andthedeeperitsinksintothemind.”---SamuelTaylorColeridge ★“Friendshipisthegoldenribbonthattiestheworldtogether.”---KristinaKentigian ★“Friendsarethesunshineoflife.”---JohnHay ★Afriendinneedisafriendindeed. II.Tipsonbeingagoodfriend ※Treatyourfriendsthewayyouwanttobetreated. ※Keepsecretsthataretoldtoyou. ※Payattentionwhenyourfriendistalking. ※Keepyourpromises. ※Sharethingswithyourfriend. ※Tellyourfriendthetruth. ※Stickupforyourfriend. III.Whatkindoffriendareyou?1.Ifyourfriendtellsyouasecretthatisn’tbadbutyoupromisednottotellanyone,youwill________. A.telleveryoneB.keepthepromise 2.Ifyouknowyourfriendisplanningtocheatonatest,youwill________. A.tellyourteacherB.letyourfriendcheat C.helpyourfriendstudyforthetestsoshewon'tfeelsheneedstocheat 3.Ifyourfriendtellsyouasecretanditmaycausehisorherdeath,you\nwill________. A.tellatrustedadultB.keepitasecretC.tellyourfriends Youmayprintthissheetandanswerthequestions.Thendiscusstheanswerswithyourfriends. Atruefriendshipshould: ☉encourageyoutoliveyourdream. ☉supportyoutowardyourgoals. ☉sympathizeforyourlossesandhelpyoufindasilverlining. ☉buildyourself-esteem. Ifhappinessandlife-satisfactionareyourgoals,yourfriendsshouldbechosenonthebasisofhowwelltheycanaccomplishthosefourgoals. Happinessisapersonalchoicethatcomesfromwithin.But,asthefriendshippoemsays,itsurelydoesn’thurttohavesupportivefriendshipsthathelpusachieveourgoals. IV.Self-reflectionuponfriendship ReadthefollowingstatementsandthentickYes(√)orNo(×)toshowyouropinionsuponfriendship. 1.Friendshipisveryimportanttome. 2.Ihavealotoffriends. 3.Therecanbetruefriendshipbetweenaschoolboyandaschoolgirl. 4.Iamverykindtomyfriends. 5.Ithinkeveryoneshouldhavefriends. 6.Friendsmusthavethesamecharacter. 7.Ikeepadiaryandthinkitismyclosefriend. 8.Whenmyfriendisintrouble,Iamalwaysreadytohelp. 9.Idon’tliketotalktoothersverymuch.Iliketobealone. 10.Ikeepapetanimalandtreatitlikeafriend.\n Afriendshippoem Choosefriendswisely,theportraittheypaint Iswhoyouareandwhoyouain’t. Friendshipislife’sgreatsupport Whenfriendsareoftherightsort. Forallyourdreamsdotheymakeroom, Orbringyoudownwithdoomandgloom? Youwillknowafriendshipistrue. Whenitbringsoutthebestinyou. It’strue.Youcantellapersonbythecompanyshekeeps.Ourfriendshipsnotonlytellalotaboutwhoweare---theymakeuswhoweare.Thefriendshippoemabovesaysitall.Youwillknowafriendshipistruewhenitbringsoutthebestinyou. Takealookatyourfriends.Dotheybringoutthebestinyou?Thatmightseemlikeasillyquestion.Wealltendtothink,“Ofcoursetheybringoutthebestinme.Iwouldn’tbefriendswiththemotherwise.” Section2:Vocabularyteachingstrategy I.Theroleofvocabularyteaching InthecontextoflearningEnglishasaforeignlanguage,alearnerisforcedtobeautonomousandindependentandmakeconsciousefforttolearnvocabularyoutsidetheclassroomsimplybecausetheexposuretothetargetlanguageislimitedinclass.Soteacherscannotrelyontheirstudents‘pickingup’lexicalitems.Thismakesexplicitvocabularyteachingnecessary.However,vocabularyisnotoriouslydifficultifnotimpossibletoteachbecauseofthecomplexityofitslinguistic,semanticandpsycho-cognitiveaspects II.Bestapproach Therearenouniversallyusefulstrategiesandtheycontributetovocabularylearningindifferentways.Studentsuseanumberofstrategies,often\nsimultaneously.Theefficiencyofvocabularylearningdependsonhowstudentscombineindividualstrategies.Ifstudentscombineandemployindividualstrategiesfromdifferentgroupstheywillbemoresuccessfulindevelopingthetargetlanguagelexicon.Thus,theidealcombinationwouldbethatofstrategiesfromallfourgroups. Theteachershouldcreateactivitiesandtasks(tobedonebothinandoutsideclass)tohelpstudentstobuildtheirvocabularyanddevelopstrategiestolearnthevocabularyontheirown.Studentsexperimentandevaluateandthendecidewhichtoadoptorrejectsincestrategiesarenotintendedtobeprescriptive. III.Practicalactivities Hereisaselectionofpracticalactivitiesthatdirectlearnerstowardsusingstrategiesofvocabularylearning. 1.Theusefulalphabet(self-initiatedindependentlearning) Eachstudentgetsaletterandhastofind5,10or15wordsheorshethinkswouldbeusefulforhimorher.Heorshethenreporttotheclass,perhapsasamingleactivity,usingwordcards(ononesidetheywritetheletter,ontheothertheinformationontheword-spelling,pronunciation,definition). 2.Wordbag(formalpractice) Thisistogetyourstudentstowritedownnewwordstheyhearinclass. Atthebeginningoftheterm/course,dividestudentsintogroupsofabout5andgiveeachgroupanumber(e.g.1-6).Atthebeginningofeachclass,giveeachgroupabout10cardsonwhichtheywritethenumberoftheirgroupandthenewwordstheyhearinclass.Attheendofeachclass,theyputtheircardsintothe“wordbag”andevery2weeksyoucheckwhethertheystillknowthosewordsandwhichgrouphasthemostcards.Intheendtherearetwowinners:thegroupthathasthemostcards,andtheonethatknowsmorewords. 3.Especiallyforyou(Functionalpractice) Theteacherpreparesalistofwords.Eachstudentgetsoneword,whichisprepared\nespeciallyforhimorher.Thetrickisthateachstudentgetsawordwhoseinitialletteristhesameastheinitialofthestudent’sfirstname,e.g.Lindagetslistless.Eachstudentmustlookitupinthedictionaryduringtheclassandafterafewminutesreporttotheclass.E.g.“MynameisLindaandI’mlistless.ThatmeansthatIam...(definition)...”.Forhomeworkstudentscandothesameusingtheirsurname. 4.Wordtour(memorizing) Instructionsforyourstudents:Thinkofatownorcityyouknowwell.Imaginethatyouareorganizingasightseeingtour.Thinkof5placesyouwouldincludeonyourtourandwritedowntheorderinwhichthetouristswouldvisitthem.Learnyourtouroffbyheartsothatyoucanpictureitinyourmind.Wheneveryouhave5newEnglishwordstolearn,imaginethesewordsarethetouristsonyourtourandpicturethewordsintheplacesonyourtourlikethis. Tour:TrafalgarSquare;BuckinghamPalace;HousesofParliament;WestminsterAbbey;DowningStreet.Wordstolearn:apron,dustpan,vacuumcleaner,featherduster,broom.ImagineNelsononhiscolumninTrafalgarSquarewearinganapron,thequeenbrushingthefloorinBuckinghamPalaceandusingadustpan...Section3:WordsandexpressionsfromUnit1Friendship addv.1.putsomethingwithsomethingelseorwithagroupofotherthings:Doyouwanttoaddyournametothelist?2.toputtwoormorenumberstogetherinordertocalculatethetotal:Add6and6tomake12.3.toincreasethenumber:Thesalestaxadds15%tothepriceofclothes.4.tosaysomemorethatisrelatedtowhathasalreadybeensaid:That’sallIwanttosay.Isthereanythingyou’dliketoadd. Otherverbalphrasesof“add” addto:tomakesomethinglargerandmorenoticeable:Ourexplanationseemedonly\ntoaddtohisbewilderment. addup:tocalculatethetotalofseveralnumbers:Addyourscoresupandwe’llseewhowon. addupto:tohaveaparticularresult:Hisschoolingaddeduptonomorethanoneyear. point:n.1.smallspot:Thestarsshoneliketinypointsoflightinthesky.2.sharpend:aknifewithaverysharppoint.3.aunitusedtoshowthescoreinagameorsport:Shelostthreepointsforthatfall.(inaskatingmatch) upset:1.vt.&vi.tomakesomeonefeelunhappyorworried:I’msorry,Ididn’tmeantoupsetyou.2.adj.(notbeforenoun)unhappyandworried:ShewasstillupsetabouttheargumentthatshehadhadwithHarry. ignore:vt.1.tobehaveasifyouhadnotseenorheardsomeoneorsomething(不理睬):Eithershedidn’tseemewaveorshedeliberatelyignoredme.2.topaynoattentiontosomethingthatyouhavebeentoldorthatyouknowabout(忽视):Somedriverssimplyignorespeedlimits. calm:1.adj.quietandwithoutexcitement,nervousactivityorstrongfeelings:Keepcalm,andtrynottopanic.2.vt.&vi.tomakesomeoneorsomethingquietafterstrongemotionornervousactivity:Charlietriedtocalmthefrightenedchildren.3.calmdown:vt&vi.tobecomequietormakesomeonequietafterstrongemotionornervousactivity:Calmdownandtellmewhathappened. concern:1.n.worry:somethingthatworriesyouorafeelingofworry:Thereisgrowingconcernabout/overtheeffectsofpollutiononhealth.Theriseinunemploymentisofgreatconcerntothegovernment.2.vt.tomakesomeonefeelworriedorupset:Thefactthatshespendssomuchmoneyonherownreallyconcernsme.Moreandmorepeopleareconcerningthemselveswith/aboutenvironmentalproblems.3.beconcernedabout/for/with:Rosshasneverbeenconcernedaboutwhatotherpeoplethinkofhim.Rescuersareconcernedforthesafetyofthosetrappedinthemine.\nThisstoryisconcernedwithaRussianfamilyinthe19thcentury. cheat:1.vi.tobehaveinadishonestwayinordertowinortogetaadvantageinacompetition,gameorexamination:Jackalwayscheatsatcards.2.vt.totricksomeonewhotrustsyou. share:vi&vt.1.useequally:Thelastbushadgone,sothethreeofussharedataxi.Isharedaroomwithhimatcollege.2.tohavethesameopinion,experience,feelingetcassomeoneelse:Ishareyourconcernaboutthisproblem.3.totellotherpeopleaboutanidea,secret,problem:It’salwaysbettertoshareyourworries.4.n.partofsth.:Idomyshareofthehousework.Don’tworry---you’llgetyourfairshare. setdown:towritedownsomethingsothatyouhavearecordofit:Iwanttosetdown myfeelingsonpaper. Otherverbalphrasesof“set” setapart:tomakesomeoneorsomebodydifferentfromotherpeopleorthings. setaside:tokeepsomemoneyortimeforaspecialpurpose setoff:tostarttogosomewhere/tocauseaexplosion setout:tostartajourney/totalkaboutsomethinginanorganizedway setup:tostartanorganization/tobuildsomething crazyadj.1.impractical;foolish:That’sthecraziestideaI’veeverheard.2.mad;illinthemind:Turnthatmusicdown---it’sdrivingmecrazy.3.becrazyabout=tolikesb.verymuch,orbeveryinterestedinsomething:Theboyiscrazyaboutfootball.4.likecrazy=veryhard:Wehavetoworklikecrazytogetthisfinishedontime. purpose:1.n.anintentionorplan;thefeelingofhavinganaiminlife:Thediscussionservesatwinpurpose---instructionandfeedback.Tomwentforawalk,withnodefinitepurposeinmind.2.onpurpose=deliberately\n trust:1.n.astrongbeliefinthehonesty,goodnessetc.ofsomeoneorsomethinge.g.Youshouldn’tputyourtrustinamanlikethat.2.vt.tobelievethatsomeoneishonestandwillnotharmyouorcheatyou:ItrustedMax,soIlenthimthemoney.Canhebetrustedtolookafteryourpetdog? suffer:vt.&vi.1.toexperiencephysicalormentalpain:Atleasthediedsuddenlyanddidn’tsufferalot.2.tobeinaverybadsituationthatmakesthingsverydifficultforyou:Ifyoubreakthelaw,youmustbepreparedtosufferthepunishment.Shewasverygeneroustohimbutshesufferedforitwhenheranawaywithallhermoney.3.toexperiencesomethingunpleasant:Thecarsufferedseveredamageintheaccident. getalong(with):1.tohaveafriendlyrelationship:Ifyoutwoaregoingtosharearoom,you’dbetterlearnhowtogetalong.I’vealwaysfoundhimabitdifficulttogetalongwith.2.toprogressyouaredoing:HowareyougettingalongwithyourEnglishstudies? Otherverbalphrasesof“get”: getabout/around:(news)getwidespread getaway:tosucceedinleavingaplace getback:toreturntoaplace;tohavesth.returnedtoyou getdown:tomakesb.feelunhappy; getdowntosth./doingsth.:tostartdoingsomethingthatneedsalotoftimeorenergy. getover:getwellafteranillness;todoandfinishsth.difficult getthrough:topassatestorexam communicate:vi.toexpressyourthoughtsandfeelings:Parentssometimesfinditdifficulttocommunicatewithteenagechild.