新课标高一必修1英语教案Unit1Friendship

新课标高一必修1英语教案Unit1Friendship

PartOne:TeachingDesign(第一部分：教学设计)

Period1:Asamplelessonplanforreading

(ANNE'SBESTFRIEND)

Aims

Totalkaboutfriendship

Toreadaboutfriendship

Procedures

I.Warmingup

1.Warmingupbyassessing

Alotofpeoplehaveonlyfewpossibilitiesofgettingfeedbackabouttheirown

personality.Inthisexerciseyouwillhavetheopportunitytogetsomefeedback

andtodiscussitwithapartner.Whilecomparingyourmutualjudgments,certain

prejudicesormisunderstandingsmayappear,aspeopleoftendonotknoweachother

thoroughlyenoughtojudgeotherscorrectly.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.

IndividualstudentsmustdecideonTOP5characteradjectivesthatcouldbeused

todescribetheidealfriendandinsisttheyhavegoodreasonsfortheirchoice.

Thenletthegroupleadergivetheclassadescriptionoftheiridealfriend.

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'sneeds

orjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriend

needstodo.

★8〜12points:Youareagoodfriendbutyousometimesletyourfriendshipbecome

tooimportant,oryoufailtoshowenoughconcernforyourfriend'sneedsand

feelings.Trytostrikeabalancebetweenyourfriend'sneedsandyourown

responsibilities.

★13+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriend

youneedbalanceyourneedsandyourfriend's.Welldone.

(Youmayalsoshowyourstudentstheresultsaboveandletthemselvesself-reflect

upontheirownvaluesoffriendship)

II.Pre-reading

TofocustheStudents'attentiononthemaintopicofthereadingpassage.

Toactivatetheirpreviousknowledgeonthetopic.

III.Talkingandsharing

Workingroupsoffour.Tellyourgroupmateshowyoureflectonthesequestions.

1.Whydoyouneedfriends?Makealistofreasonswhyfriendsareimportanttoyou.

2.Whatdoyouthinkagoodfriendshouldbelike?Listwhatagoodfriendshould

doandsharethelistwithyourpartners.

3.Doesafriendalwayshavetobeaperson?Whatelsecanbeafriend?

4.Doyouthinkadiarycanbecomeyourfriend?Whyorwhynot?

Instructions:Theteachercangiveeachgrouponeofthesequestionsabovetotalk

about.Thenlettheclasssharetheirideas.It'sbettertostimulatethestudents

tochallengetheirclassmates'opinionsaboutthesequestions.

Possibleanswers

QI:ReasonsIneedfriends:

Xtocopewithstressfulsituationsinlife

Xtosharemyworriesandsecretsinmyinnerworld

toshowmyconcernforotherpeople

toletotherpeoplesharemyhappiness

Xtounfoldtootherpeoplethesecretsinmyheart(tonamebutfew.)

Q2:Agoodfriendshould:

Xtellmethetruth(honest)

begoodtome(friendly)

bewillingtoconsideroracceptothers?ideasoropinions(open-minded)

bewillingtohelpothers(generousorhelpful)

begood-tempered

thinkaboutwhatothersneedandtrytohelpthem(caring)

Xbeloyaltotheirresponsibility(responsible)

Xnoteasilyupset(easy-going)

beout-going(liketomeetandtalktonewpeople)

betolerant(allowotherpeopletohavedifferentopinionsordosomethingin

adifferentway)

Xbeselfless(tonamebutfew)

Q3:Whatelsecanbeafriend?

Answerscanbevarious,(omitted)

Q4:Students'answersmayvarybutmustincludeareason.

Yes.Ithinkitcanbe,becauseIcansetdownhowIfeeleverydayinmydiary,

andletotherpeoplereadittosharemyfeelingssometimelater.Aboveall,it

feelsgoodtowritedownmythoughtsandfeelingonpaperwhenIamsadorlonely.

IV.Reading

1.Lookingandguessing

Workinpairs.Lookatthepicturesandtheheadingandguesswhatthetextmight

beabout.

1).Imaginewhatitmightbelikeifyouhadtostayinyourbedroomforawhole

year.YoucouldnotleaveiteventogototheWCortogetacupoftea.Howwould

youfeel?

2).Whatwouldyouchooseifyouareonlyallowedtohavefivethingswithyouin

thehidingplacebecausethereisverylittleroom?

2.Readingtosummarisethemainideaofeachparagraph.

Skimthetextandsummarisethemainideaofeachparagraphinonesentence.

Para.One:Annemadeherdiaryherbestfriendwhomshecouldtelleverything.

Para.Two:Anne'sdiaryactedashertruefriendduringthetimesheandherfamily

hadtohideawayforalongtime.

Para.Three:Havingbeenkeptindoorsforsolong,Annegrewsocrazyabouteverything

todowithnature.

3.Languagefocus

Nextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsin

thepassage.Copythemtoyournotebookafterclassashomework.

laughat,gothrough,make/call+0+Noun(as0.C.),hideaway,setdown,growcrazy

about,dowith…，therewasatimewhen…，keepsb.spellbound,onpurpose,inorder

todosth.,fartoo+adj./adv,happentodosth.,itwasthefirst/secondtimethat…，

facetoface

V.Closingdown

Closingdownbydoingexercises

ToendthelessonyouaretodothecomprehendingExercises1and2.

Closingdownbydiscussionofideas

Workingroupsoffour.Discusstheideasputforwardinthereadingpassage.It

doesnotmatterwhetheryouagreeordisagree.Whatisimportantisthatyoushould

haveareasonforwhatyousay.Alsoyoucanputforwardyourownideas,either

criticisingthetextorusingitasasupport:

★Whatwouldyoudoifyourfamilyweregoingtobekilledjustbecausetheydid

somethingtheEmperordidnotlike?

★Wherewouldyouplantohide?

★Howwouldyouarrangetogetfoodgiventoyoueveryday?

Whatwouldyoudotopassthetime?

LanguagechunksfromUnit1Friendship

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

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

laughat,gothrough,hideaway,setdown,aseriesof,ahidingplace,Iwonder

ifgrow/be/becomecrazyabout,couldhavedone,keepsb.spellbound,keepdoing,

stayawake,onpurpose,inorderto,byoneself,fartoomuch,itwas(is)thefirst

timethat…，facetoface,feellonely/sitalone,saveone'slife,beconcerned

about,withsomanyclotheson,havetroublewithsb,atthemoment,getalong(well)

withsb./sth,enjoydoing,be/become/makefriendswith,be/fallinlove(with),

trysth.outonsb.askforadvice,givesb.someadviceon…，makeaneffortto

dosth.,joininsth.,showone'sinterestin,farandwide,payattentionto,look

toone'sownconcern,shareone'sthoughtsandfeelingswithsb,cometoa

conclusion,bepreparedtodosth.,aheart-to-hearttalk,hurtone'sfeelings,

changeone'smind,liveinpeace,goonapicnic,getawaywith,feelathome,in

need

Period2:AsamplelessonplanforLearningaboutLanguage

(Direct&IndirectSpeech(I)statements&questions)

Aims

Todiscoverusefulwordsandexpressions

Todiscoverusefulstructures

Procedures

I.Warmingup

Warmingupbydiscoveringusefulwordsandexpressions

Turntopage4anddoExercises1,2,3and4first.Thencheckyouranswerswith

yourclasspartner.

II.Learningaboutgrammar:DirectandIndirectSpeech

1.DirectSpeech

Indirectspeech,theoriginalspeaker'sexactwordsaregivenandareindicated

byquotationmarks.

★"Idon'tknowwhattodo,“saidDean.

Insomegrammarbooks,'saidDean'isreferredtoasareportingclause."Idon，t

knowwhattodo,“isreferredtoasthereportedclause.

2.IndirectSpeech

Inindirectspeech,theexactmeaningofthespeaker,swordsisgiven,buttheexact

wordsarenotdirectlyquoted.

★Deansaidthathedidn'tknowwhattodo.

Toconvertdirectspeechintoindirectspeech:

Ifthemainverbispasttense,presenttenseverbsin'thatclause'mustalso

bechangedtopasttense.

Deansaidthathedidn'tknowwhattodo.

Firstandsecondpersonpronounsmustbechangedtothirdpersonpronouns.

Deansaidthathedidn'tknowwhattodo.

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

3.IndirectQuestions

Directquestion:"DidMarama,shorsewinaprize?”Owenasked.

Indirectquestions:Owenaskedwhether(orif)Marama,shorsehadwonaprize.

Thesamerulesapplytoindirectquestionsastoindirectstatements.Thedifference

isthatawh-clauseisusedinsteadofathatclause.

Directquestion:"Whywon'tyoumarryme?”askedDonald.

Indirectquestion:Donaldaskedherwhyshewouldn'tmarryhim.

Intellingastoryorrecountingevents,aspeakerusingdirectspeechhasallthe

resourcesofintonationtoproducealivelyaccount.Becauseindirectspeechis

alwaysspeechreportedbysomeoneelse,theaccountismorereservedandrestrained.

“Whatshallwedo?”askedBev.

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

BevaskedDuncanwhattheyshoulddo.Hetoldhernottoworryandthathehadgot

aplan.

Theabilitytochangedirectspeechintoindirectspeechisausefulskillforthose

engagedintakingtheminutesofameetingorreportingonevents.

Directspeech:"Firstofall,Iwouldliketothankeverybodywhohelpedwiththe

fair.Theresultswereverygood,andwewillnowbeabletobuytwomorecomputers.”

Indirectspeech:Theprincipalsaidthathewouldliketothankeverybodywhohad

helpedwiththefair.Heannouncedthattheresultswereverygoodandthattheschool

wouldnowbeabletobuytwomorecomputers.

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.

II.Talkingaboutdesigningaquestionnaire

Workingroupsoffour.Designaquestionnairetofindoutwhatkindoffriendsyour

classmatesare.AsktheStudentstousethequizintheWarmingUpasanexample.

Note:Thestudentsshouldbetalkingwhiletheyaredoingthetask.Thisprovides

thestudentswiththeopportunitytopractiseexpressingthoughtandconcernin

mattersofimmediateconcernandinterest.Tellthestudentstofollowthesesteps:

Stepl:Inyourgroup,comeupwithfoursituationsamongfriends.Designfour

questionsaccordinglywiththreepossibleanswers.

Step2:Putthefourquestionstogetherandformaquestionnaire.

Step3:Checkthequestionnairethroughandtryitoutonyourowngroup.

Step4:Shareyourquestionnairewithanothergroupandtryeachother's

questionnaires.

Samplequestionnaire:

Thisquestionnairehasfourquestions,andeachquestionisfollowedbyasetof

possibleanswers.Pleasereadthequestions,andthenconsiderwhichresponsefits

youbest.

1.WhyamIclosefriendswiththispersonnow?

A.Becausebeingfriendswithhim/herhelpsmefeelimportant.

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.BecauseIbelieveitisanimportantpersonalqualitytoliveuptomypromises

toafriend.

B.BecauseitwouldthreatenourfriendshipifIwerenottrustworthy.

C.BecauseIwouldfeelbadaboutmyselfifIdidn't.

ScoringSheet:

QIAIpoint

Q2AIpoint

Q3Alpoint

Q4A3points

B2pointsB2pointsB2pointsB2points

C3pointsC3pointsC3pointsClpoint

☆4〜6points:Youarenotagoodfriend.Youeitherneglectyourfriend'sneeds

orjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriend

needstodo.

☆7〜9points:Youareagoodfriendbutyousometimesletyourfriendshipbecome

tooimportant,oryoufailtoshowenoughconcernforyourfriend'sneedsand

feelings.Trytostrikeabalancebetweenyourfriend'sneedsandyourown

responsibilities.

☆10+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriend

youneedbalanceyourneedsandyourfriend's.Welldone.

Studentsworkingroupsandtrytheirownquestionnairesintheschooltocollect

moreinformationaboutstudents?reflectionofthevaluesoffriendship.

III.Guidedwriting

1.ReadthelettertotheeditorfromXiaodongandmakesureyouknowwhatproblem

Xiaodonghas.

2.Discussingroupsoffour.ThinkwhatadviceyoucangiveXiaodong.

3.WriteyouradvicetoXiaodongasaneditorindividually.

Samplewriting:

DearXiaodong,

Somepeopleliketalkingwithothers,butsomepeopleareshy.Ifyoufallintothe

secondgroup,itcanbehardtomakefriends.Butyoucanchangethesituation.

Whatareyouinterestedin?Ifyoulikebasketball,forexample,youcouldtalkwith

someofyourclassmateswholikebasketball.Theeasiestwaytostarttalkingto

peopleistofindsomethingyouhaveincommon.

Ifyouarestandingbesideagroupofyourclassmates,joinintheirdiscussionif

youknowsomethingaboutthesubjecttheyarediscussing.Butifyoudon't,you

shouldn,tfeelafraidtosay,forexample,“Thatsoundsinteresting,whatisit

about?”Onceyoustarttalkingtooneperson,itwillgeteasiertotalktoothers.

Findonepersonyouhavesomethingincommonwith,andonceyoubecomefriendswith

him,hisfriendswillstarttalkingtoyoutoo.

Goodluck!

Editor

IV.Writingassessment

1.CanyougiveXiaodongsomegoodadvice?

2.Isyourletterwelldeveloped?

3.Areyourideaswellorganizedtothepoint?

4.Doyouhaveagoodchoiceofwordsandidiomsinyourwriting?

5.Doyougetagoodmasteryofcomplexstructuresoflanguage?

6.Whatkindofmistakeshaveyoumadeinyourwriting?Whatcanyoudotoavoid

suchmistakes?

V.FurtherApplying

Herearesomeproverbsaboutfriendsandfriendship.Readthemcarefullyandpay

attentiontothesentencestressandintonation.Thenwriteapassage.Choosesome

youagreeandexplainwhy.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's

friend?(That"friend”wouldnotmindifshewerereallyyourfriend.)

★“Truefriendshipislikesoundhealth;thevalueofitisseldomknownuntil

itbelost."CharlesCalebColton

★“Afriendisonewhowalksinwhenotherswalkout”WalterWinchell

★“Afriendisonewhobelievesinyouwhenyouhaveceasedtobelieveinyourself.”

Lysha

★“Thebetterpartofone'slifeconsistsofhisfriendships."AbrahamLincoln

★“Adviceislikesnow;thesofteritfalls,thelongeritdwellsupon,andthe

deeperitsinksintothemind."SamuelTaylorColeridge

★Friendshipisthegoldenribbonthattiestheworldtogether."Kristina

Kentigian

★“Friendsarethesunshineoflife."JohnHay

★Afriendinneedisafriendindeed.

II.Tipsonbeingagoodfriend

Treatyourfriendsthewayyouwanttobetreated.

XKeepsecretsthataretoldtoyou.

XPayattentionwhenyourfriendistalking.

Keepyourpromises.

Sharethingswithyourfriend.

XTellyourfriendthetruth.

Stickupforyourfriend.

III.Whatkindoffriendareyou?

1.Ifyourfriendtellsyouasecretthatisn'tbadbutyoupromisednottotell

anyone,youwil1.

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,yourfriendsshouldbechosen

onthebasisofhowwelltheycanaccomplishthosefourgoals.

Happinessisapersonalchoicethatcomesfromwithin.But,asthefriendshippoem

says,itsurelydoesn'thurttohavesupportivefriendshipsthathelpusachieve

ourgoals.

IV.Self-reflectionuponfriendship

ReadthefollowingstatementsandthentickYes(V)orNo(X)toshowyouropinions

uponfriendship.

1.Friendshipisveryimportanttome.

2.Ihavealotoffriends.

3.Therecanbetruefriendshipbetweenaschoolboyandaschoolgirl.

4.Iamverykindtomyfriends.

5.Ithinkeveryoneshouldhavefriends.

6.Friendsmusthavethesamecharacter.

7.Ikeepadiaryandthinkitismyclosefriend.

8.Whenmyfriendisintrouble,Iamalwaysreadytohelp.

9.Idon'tliketotalktoothersverymuch.Iliketobealone.

10.Ikeepapetanimalandtreatitlikeafriend.

Afriendshippoem

Choosefriendswisely,theportraittheypaint

Iswhoyouareandwhoyouain,t.

Friendshipislife'sgreatsupport

Whenfriendsareoftherightsort.

Forallyourdreamsdotheymakeroom,

Orbringyoudownwithdoomandgloom?

Youwillknowafriendshipistrue.

Whenitbringsoutthebestinyou.

It'strue.Youcantellapersonbythecompanyshekeeps.Ourfriendshipsnotonly

tellalotaboutwhowearetheymakeuswhoweare.Thefriendshippoemabove

saysitall.Youwillknowafriendshipistruewhenitbringsoutthebestinyou.

Takealookatyourfriends.Dotheybringoutthebestinyou?Thatmightseemlike

asillyquestion.Wealltendtothink,“Ofcoursetheybringoutthebestinme.

Iwouldn'tbefriendswiththemotherwise.”

Section2:Vocabularyteachingstrategy

I.Theroleofvocabularyteaching

InthecontextoflearningEnglishasaforeignlanguage,alearnerisforcedto

beautonomousandindependentandmakeconsciousefforttolearnvocabularyoutside

theclassroomsimplybecausetheexposuretothetargetlanguageislimitedinclass.

Soteacherscannotrelyontheirstudents'pickingup'lexicalitems.Thismakes

explicitvocabularyteachingnecessary.However,vocabularyisnotoriously

difficultifnotimpossibletoteachbecauseofthecomplexityofitslinguistic,

semanticandpsycho-cognitiveaspects

II.Bestapproach

Therearenouniversallyusefulstrategiesandtheycontributetovocabulary

learningindifferentways.Studentsuseanumberofstrategies,often

simultaneously.Theefficiencyofvocabularylearningdependsonhowstudents

combineindividualstrategies.Ifstudentscombineandemployindividualstrategies

fromdifferentgroupstheywillbemoresuccessfulindevelopingthetargetlanguage

lexicon.Thus,theidealcombinationwouldbethatofstrategiesfromallfourgroups.

Theteachershouldcreateactivitiesandtasks(tobedonebothinandoutsideclass)

tohelpstudentstobuildtheirvocabularyanddevelopstrategiestolearnthe

vocabularyontheirown.Studentsexperimentandevaluateandthendecidewhichto

adoptorrejectsincestrategiesarenotintendedtobeprescriptive.

III.Practicalactivities

Hereisaselectionofpracticalactivitiesthatdirectlearnerstowardsusing

strategiesofvocabularylearning.

1.Theusefulalphabet(self-initiatedindependentlearning)

Eachstudentgetsaletterandhastofind5,10or15wordsheorshethinkswould

beusefulforhimorher.Heorshethenreporttotheclass,perhapsasamingle

activity,usingwordcards(ononesidetheywritetheletter,ontheotherthe

informationontheword-spelling,pronunciation,definition).

2.Wordbag(formalpractice)

Thisistogetyourstudentstowritedownnewwordstheyhearinclass.

Atthebeginningoftheterm/course,dividestudentsintogroupsofabout5andgive

eachgroupanumber(e.g.1-6).Atthebeginningofeachclass,giveeachgroupabout

10cardsonwhichtheywritethenumberoftheirgroupandthenewwordstheyhear

inclass.Attheendofeachclass,theyputtheircardsintothe“wordbag”and

every2weeksyoucheckwhethertheystillknowthosewordsandwhichgrouphasthe

mostcards.Intheendtherearetwowinners:thegroupthathasthemostcards,

andtheonethatknowsmorewords.

3.Especiallyforyou(Functionalpractice)

Theteacherpreparesalistofwords.Eachstudentgetsoneword,whichisprepared

especiallyforhimorher.Thetrickisthateachstudentgetsawordwhoseinitial

letteristhesameastheinitialofthestudent,sfirstname,e.g.Lindagets

listless.Eachstudentmustlookitupinthedictionaryduringtheclassandafter

afewminutesreporttotheclass.E.g.”MynameisLindaandI'mlistless.That

meansthatIam...(definition)....Forhomeworkstudentscandothesameusing

theirsurname.

4.Wordtour(memorizing)

Instructionsforyourstudents:Thinkofatownorcityyouknowwell.Imaginethat

youareorganizingasightse