资料简介
Unit1FriendshipPeriod1Section1:BackgroundreadingonfriendshipFriendshipQuotesI.Questionsaboutfriendship1.Whatisthemainprobleminfriendship?(leavingsomeoneout)2.Howdoyoukeepafriend?(treatsomeonelikeyouwanttobetreated)3.Whatisagoodfriend?(somebodywhomyoucandependon)4.Whatifyourfriendsaidtheywouldn’tbeyourfriend ifyouwereanotherperson’sfriend?(That“friend”wouldnotmindifshewerereallyyourfriend.)★“Truefriendshipislikesoundhealth;thevalueofitisseldomknownuntilitbelost.”---CharlesCalebColton★“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.8\nIII.Whatkindoffriendareyou?1. Ifyourfriendtellsyouasecretthatisn’tbadbutyoupromisednottotellanyone,youwill________. A. telleveryoneB. keepthepromise2. Ifyouknowyourfriendisplanningtocheatonatest,youwill________.A. tellyourteacherB. letyourfriendcheatC. helpyourfriendstudyforthetestsoshewon'tfeelsheneedstocheat3. Ifyourfriendtellsyouasecretanditmaycausehisorherdeath,youwill________.A. tellatrustedadultB. keepitasecretC. tellyourfriendsYoumayprintthissheetandanswerthequestions. Thendiscusstheanswerswithyourfriends.Atruefriendshipshould:☉encourageyoutoliveyourdream.☉supportyoutowardyourgoals.☉sympathizeforyourlossesandhelpyoufindasilverlining.☉buildyourself-esteem.Ifhappinessandlife-satisfactionareyourgoals,yourfriendsshouldbechosenonthebasisofhowwelltheycanaccomplishthosefourgoals.Happinessisapersonalchoicethatcomesfromwithin.But,asthefriendshippoemsays,itsurelydoesn’thurttohavesupportivefriendshipsthathelpusachieveourgoals.IV.Self-reflectionuponfriendship8\nReadthefollowingstatementsandthentickYes(√)orNo(×)toshowyouropinionsuponfriendship.1.Friendshipisveryimportanttome.2.Ihavealotoffriends.3.Therecanbetruefriendshipbetweenaschoolboyandaschoolgirl.4.Iamverykindtomyfriends.1.Ithinkeveryoneshouldhavefriends.2.Friendsmusthavethesamecharacter.3.Ikeepadiaryandthinkitismyclosefriend.4.Whenmyfriendisintrouble,Iamalwaysreadytohelp.5.Idon’tliketotalktoothersverymuch.Iliketobealone.6.Ikeepapetanimalandtreatitlikeafriend.AfriendshippoemChoosefriendswisely,theportraittheypaintIswhoyouareandwhoyouain’t.Friendshipislife’sgreatsupportWhenfriendsareoftherightsort.Forallyourdreamsdotheymakeroom,Orbringyoudownwithdoomandgloom?Youwillknowafriendshipistrue.Whenitbringsoutthebestinyou.It’strue.Youcantellapersonbythecompanyshekeeps.Ourfriendshipsnotonlytellalotaboutwhoweare---theymakeuswhoweare.Thefriendshippoemabovesaysitall.Youwillknowafriendshipistruewhenitbringsoutthebestinyou.Takealookatyourfriends.Dotheybringoutthebestinyou?Thatmightseemlikeasillyquestion.Wealltendtothink,“Ofcoursetheybringoutthebestinme.Iwouldn’tbefriendswiththemotherwise.”Section2:Vocabularyteachingstrategy8\nI.TheroleofvocabularyteachingInthecontextoflearningEnglishasaforeignlanguage,alearnerisforcedtobeautonomousandindependentandmakeconsciousefforttolearnvocabularyoutsidetheclassroomsimplybecausetheexposuretothetargetlanguageislimitedinclass.Soteacherscannotrelyontheirstudents‘pickingup’lexicalitems.Thismakesexplicitvocabularyteachingnecessary.However,vocabularyisnotoriouslydifficultifnotimpossibletoteachbecauseofthecomplexityofitslinguistic,semanticandpsycho-cognitiveaspectsII.BestapproachTherearenouniversallyusefulstrategiesandtheycontributetovocabularylearningindifferentways.Studentsuseanumberofstrategies,oftensimultaneously.Theefficiencyofvocabularylearningdependsonhowstudentscombineindividualstrategies.Ifstudentscombineandemployindividualstrategiesfromdifferentgroupstheywillbemoresuccessfulindevelopingthetargetlanguagelexicon.Thus,theidealcombinationwouldbethatofstrategiesfromallfourgroups.Theteachershouldcreateactivitiesandtasks(tobedonebothinandoutsideclass)tohelpstudentstobuildtheirvocabularyanddevelopstrategiestolearnthevocabularyontheirown.Studentsexperimentandevaluateandthendecidewhichtoadoptorrejectsincestrategiesarenotintendedtobeprescriptive.III.PracticalactivitiesHereisaselectionofpracticalactivitiesthatdirectlearnerstowardsusingstrategiesofvocabularylearning.1.Theusefulalphabet(self-initiatedindependentlearning)Eachstudentgetsaletterandhastofind5,10or15wordsheorshethinkswouldbeusefulforhimorher.Heorshethenreporttotheclass,perhapsasamingleactivity,usingwordcards(ononesidetheywritetheletter,ontheothertheinformationontheword-spelling,pronunciation,definition).2.Wordbag(formalpractice)8\nThisistogetyourstudentstowritedownnewwordstheyhearinclass.Atthebeginningoftheterm/course,dividestudentsintogroupsofabout5andgiveeachgroupanumber(e.g.1-6).Atthebeginningofeachclass,giveeachgroupabout10cardsonwhichtheywritethenumberoftheirgroupandthenewwordstheyhearinclass.Attheendofeachclass,theyputtheircardsintothe“wordbag”andevery2weeksyoucheckwhethertheystillknowthosewordsandwhichgrouphasthemostcards.Intheendtherearetwowinners:thegroupthathasthemostcards,andtheonethatknowsmorewords.3.Especiallyforyou(Functionalpractice)Theteacherpreparesalistofwords.Eachstudentgetsoneword,whichispreparedespeciallyforhimorher.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...8\nSection3:WordsandexpressionsfromUnit1Friendshipaddv.1.putsomethingwithsomethingelseorwithagroupofotherthings:Doyouwanttoaddyournametothelist?2.toputtwoormorenumberstogetherinordertocalculatethetotal:Add6and6tomake12.3.toincreasethenumber:Thesalestaxadds15%tothepriceofclothes.4.tosaysomemorethatisrelatedtowhathasalreadybeensaid:That’sallIwanttosay.Isthereanythingyou’dliketoadd.Otherverbalphrasesof“add”addto:tomakesomethinglargerandmorenoticeable:Ourexplanationseemedonlytoaddtohisbewilderment.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.8\nconcern:1.n.worry:somethingthatworriesyouorafeelingofworry:Thereisgrowingconcernabout/overtheeffectsofpollutiononhealth.Theriseinunemploymentisofgreatconcerntothegovernment.2.vt.tomakesomeonefeelworriedorupset:Thefactthatshespendssomuchmoneyonherownreallyconcernsme.Moreandmorepeopleareconcerningthemselveswith/aboutenvironmentalproblems.3.beconcernedabout/for/with:Rosshasneverbeenconcernedaboutwhatotherpeoplethinkofhim.Rescuersareconcernedforthesafetyofthosetrappedinthemine.ThisstoryisconcernedwithaRussianfamilyinthe19thcentury.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:Iwanttosetdownmyfeelingsonpaper.Otherverbalphrasesof“set”setapart:tomakesomeoneorsomebodydifferentfromotherpeopleorthings.setaside:tokeepsomemoneyortimeforaspecialpurposesetoff:tostarttogosomewhere/tocauseaexplosionsetout:tostartajourney/totalkaboutsomethinginanorganizedwaysetup:tostartanorganization/tobuildsomethingcrazyadj.1.impractical;foolish:That’sthecraziestideaI’veeverheard.2.mad;illinthemind:Turnthatmusicdown---it’sdrivingmecrazy.3.becrazyabout=tolikesb.verymuch,orbeveryinterestedinsomething:Theboyiscrazy8\naboutfootball.4.likecrazy=veryhard:Wehavetoworklikecrazytogetthisfinishedontime.purpose:1.n.anintentionorplan;thefeelingofhavinganaiminlife:Thediscussionservesatwinpurpose---instructionandfeedback.Tomwentforawalk,withnodefinitepurposeinmind.2.onpurpose=deliberatelytrust: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)getwidespreadgetaway:tosucceedinleavingaplacegetback:toreturntoaplace;tohavesth.returnedtoyougetdown:tomakesb.feelunhappy;getdowntosth./doingsth.:tostartdoingsomethingthatneedsalotoftimeorenergy.getover:getwellafteranillness;todoandfinishsth.difficultgetthrough:topassatestorexamcommunicate:vi.toexpressyourthoughtsandfeelings:Parentssometimesfinditdifficulttocommunicatewithteenagechild。8
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