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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.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?”Owenasked.
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?”Onceyou
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:教学资源)
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
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