人教版高中英语必修1精品教案Friendship

Unit 1 Friendship Ｉ．单元教学目标II．目标语言III. 教材分析和教材重组1. 教材分析本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。

并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。

并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。

1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。

1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。

继续探究并树立正确交友观，并为阅读作好了准备。

1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。

Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。

控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。

学生学习了新的词汇、句型，提高了阅读水平。

文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。

1.4 Comprehension 设计了三种题型。

其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。

⼈教版⾼中英语必修1《Unit1Friendship》教案 ⼈教版⾼中英语必修1《Unit 1 Friendship》教案【⼀】 教学准备 教学⽬标 1、掌握下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through, hide away, set down, a series of, on purpose, in order to, face to face, according to. 2、进⼀步学习有关“朋友”的知识信息，启发学⽣对朋友和友谊的思考。

3、了解《安妮⽇记》的背景知识，在感受外国⽂化的同时，深刻理解安妮⽇记的内涵，同时提⾼学⽣⽂化意识。

4、训练学⽣⼀定的阅读技巧，使他们掌握⼀些有效的学习策略，从⽽提⾼阅读速度和理解的准确性，并养成⼀定的⾃主学习能⼒。

5、培养学⽣快速阅读的能⼒、捕捉信息的能⼒及运⽤语⾔进⾏交际的能⼒。

6、通过个⼈活动、⼩组活动和班级活动等⽅法，培养学⽣的合作互助精神，分享英语学习的经验，感受⽤英语交流的成功和喜悦。

教学重难点 教学重点: 1、了解《安妮⽇记》的背景知识，在感受外国⽂化的同时，深刻理解安妮⽇记的内涵，同时提⾼学⽣⽂化意识。

2、训练学⽣的阅读技巧，提⾼学⽣阅读速度和理解能⼒。

教学难点: 对所获得的信息进⾏处理、加⼯和学习，形成有效的学习策略。

教学⼯具 ppt课件 教学过程 ... 板书 Uint1 Reading Anne’s Best Friend Qualities: easy-going ,warm-hearted ,helpful,… Questions: Skimming Summarize Discussion: 1> style 2> ideas ⼈教版⾼中英语必修1《Unit 1 Friendship》教案【⼆】 教学准备 教学⽬标 ■To help students learn to express attitudes, agreement & disagreement and certainty ■To help students learn to read the text and learn to write diaries in English ■To help students better understand “friendship” ■To help students learn to understand and use some important words and expressions ■To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text 教学重难点 Words upset, ignore, calm, concern, settle, suffer, recover, pack Expressions add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in Patterns “I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do. I stayed awake on purpose until half past eleven… …it was the first time in a year and a half that I’d seen the night face to face… 教学⼯具 ppt 教学过程 Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? 1. Warming up ⑴ Warming up by defining friendship Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen. Then what is your opinion about friendship? Do you think that friendship is important to our life? Why? ⑵Warming up by learning to solve problems Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely. Common problems among teenagers Solution Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on. Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness. Situation 1: Friends get angry with each other when they try to talk about something difficult. Try to understand your friend/ Try to talk about the problem in a different way. Situation 2: Friends don’t know how to apologize Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point. Situation 3: Some friends don’t know how to keep secrets. Keep your secrets to yourself Tips on being a good friend Treat your friends the way you want to be treated. Keep secrets that are told to you. Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend. ⑶Warming up by doing a survey Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship. To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友). Now please do the survey on page one. Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.。

人教版高中英语必修1教案Unit,1,Friendship篇一：人教版高中英语必修1全册~5全册新课标高中英语1（必修）教学与案例Unit 1(1) 课题：Friendship(2) 教材分析与学生分析：本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。

Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne‘s Best Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。

(3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading The second period：ReadingThe third period: GrammarThe forth Period：ListeningThe fifth period: Writing(4)教学目标：① 知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use directspeech and indirect speech; Learn to write an essay to express and support an opinion.② 过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。

人教新课标英语必修1全册精品教案( Unit 1 Friendship)Unit1FriendshipPartone:TeachingDesignPeriod1:Asampl elessonplanforreadingAimsTotalkaboutfriendshipTorea daboutfriendshipProceduresI.warmingup1.warmingupbya ssessingAlotofpeoplehaveonlyfewpossibilitiesofgetti ngfeedbackabouttheirownpersonality.Inthisexerciseyo uwillhavetheopportunitytogetsomefeedbackandtodiscus sitwithapartner.whilecomparingyourmutualjudgements, certainprejudicesormisunderstandingsmayappear,aspeo pleoftendonotknoweachotherthoroughlyenoughtojudgeot herscorrectly.Trytobehonest!Selfassessmentofthefoll owingcharacteristicschoose5thatareparticularlyappli cabletoyoupersonally.sociable,honest,friendly,easyg oing,nervous,open-minded,anxious,careful,talented,t alkative,nosy,thoughtful,generous,carefree,pessimis tic,peaceful,optimistic,interesting,reliable,helpfu l,active,careless,caring,exact,adventurous,imaginat ive,hot-blooded,well-organised,trustworthy,patient, responsible,outgoing,kind,brave,warm-hearted,selfle ss,tolerantPartnerassessmentNowchoose5characteristi cfeatureswhichyouthinkareespeciallyapplicabletoyourpartner.sociable,honest,friendly,easygoing,nervous, open-minded,anxious,careful,talented,talkative,nosy ,thoughtful,generous,carefree,pessimistic,peaceful, optimistic,interesting,reliable,helpful,active,care less,caring,exact,adventurous,imaginative,hot-blood ed,well-organised,trustworthy,patient,responsible,o utgoing,kind,brave,warm-hearted,selfless,tolerant2. warmingupbydescribingHavethestudentsgetintogroupsof fourtodescribetheirownidealfriend.Individualstudent smustdecideonToP5characteradjectivesthatcouldbeused todescribetheidealfriendandinsisttheyhavegoodreason sfortheirchoice.Thenletthegroupleadergivetheclassad escriptionoftheiridealfriend.3.Furtherapplyingyouma yalsohavethestudentsdothesurveyinthetextbook,follow ingthestepsbelow.1.Getthestudentstomakealistofthreequalitiesagoodfrien dshouldhave.2.Havethestudentsgetintogroupsoffourtofindoutwhateach haslisted.3.Haveamemberofeachgroupreportonwhattheirlistshaveinc ommonandlistthemontheboard.4.Asktheclasswhetherornottheyagreewithallthequalities listed.5.Thenhavethestudentsdothesurveyinthetextbook.6.Havethestudentsscoretheirsurveyaccordingtothescorin gsheetonpage8.7.Theteacherasksomestudentshowmanypointstheygotforthe surveyandassesstheirvaluesoffriendship:★4~7points:youarenotagoodfriend.youeitherneglectyour friend’sneedsorjustdowhathe/shewantsyoutodo.youshouldthink moreaboutwhatagoodfriendneedstodo.★8~12points:youareagoodfriendbutyousometimesletyourf riendshipbecometooimportant,oryoufailtoshowenoughco ncernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfri end’sneedsandyourownresponsibilities.★13+points:youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.welldone.II.Pre-readingTofocustheStudents’attentiononthemaintopicofthereadingpassage.Toactiva tetheirpreviousknowledgeonthetopic.III.Talkingandsh aringworkingroupsoffour.Tellyourgroupmateshowyouref lectonthesequestions.1.whydoyouneedfriends?makealistofreasonswhyfriendsare importanttoyou.2.whatdoyouthinkagoodfriendshouldbelike?Listwhatagood friendshoulddoandsharethelistwithyourpartners.3.Doesafriendalwayshavetobeaperson?whatelsecanbeafrie nd?4.Doyouthinkadiarycanbecomeyourfriend?whyorwhynot?Ins tructions:Theteachercangiveeachgrouponeofthesequest ionsabovetotalkabout.Thenlettheclasssharetheirideas .It’sbettertostimulatethestudentstochallengetheirclassm ates’opinionsaboutthesequestions.PossibleanswersQ1:Reaso nsIneedfriends:※tocopewithstressfulsituationsinlife※tosharemyworriesandsecretsinmyinnerworld※toshowmyconcernforotherpeople※toletotherpeoplesharemyhappiness※tounfoldtootherpeoplethesecretsinmyheartQ2:Agoodfri endshould:※tellmethetruth※begoodtome※bewillingtoconsideroracceptothers’ideasoropinions※bewillingtohelpothers※begood-tempered※thinkaboutwhatothersneedandtrytohelpthem※beloyaltotheirresponsibility※noteasilyupset※beout-going※betolerant※beselflessQ3:whatelsecanbeafriend?Answerscanbevarious.Q4:Students’answersmayvarybutmustincludeareason.yes.Ithinkitcan be,becauseIcansetdownhowIfeeleverydayinmydiary,andl etotherpeoplereadittosharemyfeelingssometimelater.A boveall,itfeelsgoodtowritedownmythoughtsandfeelingo npaperwhenIamsadorlonely.IV.Reading1.Lookingandgues singworkinpairs.Lookatthepicturesandtheheadingandgu esswhatthetextmightbeabout.1).Imaginewhatitmightbel ikeifyouhadtostayinyourbedroomforawholeyear.youcoul dnotleaveiteventogotothewcortogetacupoftea.Howwould youfeel?2).whatwouldyouchooseifyouareonlyallowedtoh avefivethingswithyouinthehidingplacebecausethereisv erylittleroom?2.Readingtosummarisethemainideaofeach paragraph.Skimthetextandsummarisethemainideaofeachp aragraphinonesentence.Para.one:Annemadeherdiaryherb estfriendwhomshecouldtelleverything.Para.TwAnne’sdiaryactedashertruefriendduringthetimesheandherfam ilyhadtohideawayforalongtime.Para.Three:Havingbeenk eptindoorsforsolong,Annegrewsocrazyabouteverythingt nguagefocusNextyouaretoreadandund erlinealltheusefulexpressionsorcollocationsinthepas ughat,gothrough,make/call+o+Noun,hideaway,setdown,gr owcrazyabout,dowith…,therewasatimewhen…,keepsb.sp ellbound,onpurpose,inordertodosth.,fartoo+adj./adv, happentodosth.,itwasthefirst/secondtimethat…,facet ofaceV.closingdownclosingdownbydoingexercisesToendt helessonyouaretodothecomprehendingExercises1and2.cl osingdownbydiscussionofideasworkingroupsoffour.Disc usstheideasputforwardinthereadingpassage.Itdoesnotm atterwhetheryouagreeordisagree.whatisimportantistha tyoushouldhaveareasonforwhatyousay.Alsoyoucanputfor wardyourownideas,eithercriticisingthetextorusingita sasupport:★whatwouldyoudoifyourfamilyweregoingtobekilledjustbe causetheydidsomethingtheEmperordidnotlike?★wherewouldyouplantohide?★Howwouldyouarrangetogetfoodgiventoyoueveryday?whatw ouldyoudotopassthetime?LanguagechunksfromUnit1Frien dshipaddup,getsth.done,calmsb.done,havegotto,goonho liday,talkcareof,walkthedog,getloose,payforsth,chea tintheexam,shouldhavedone,someoneelse’s,laughat,gothrough,hideaway,setdown,aseriesof,ahid ingplace,Iwonderif…,grow/be/becomecrazyabout,couldhavedone,keepsb.spellbound,keepdoing,stayawake,onpu rpose,inorderto,byoneself,fartoomuch,itwasthefirstt imethat…,facetoface,feellonely/sitalone,saveone’slife,beconcernedabout,withsomanyclotheson,havetrou blewithsb,atthemoment,getalongwithsb./sth,enjoydoin g,be/become/makefriendswith,be/fallinlove,trysth.ou tonsb.askforadvice,givesb.someadviceon…,makeaneffo rttodosth.,joininsth.,showone’sinterestin,farandwide,payattentionto,looktoone’sownconcern,shareone’sthoughtsandfeelingswithsb,cometoaconclusion,beprep aredtodosth.,aheart-to-hearttalk,hurtone’sfeelings,changeone’smind,liveinpeace,goonapicnic,getawaywith,feelathom e,inneedPeriod2:AsamplelessonplanforLearningaboutLa nguagestatements&questions)AimsTodiscoveruseful wordsandexpressionsTodiscoverusefulstructuresProced uresI.warmingupwarmingupbydiscoveringusefulwordsand expressionsTurntopage4anddoExercises1,2,3and4first. Thencheckyouranswerswithyourclasspartner.II.Learnin gaboutgrammar:DirectandIndirectSpeech1.DirectSpeech Indirectspeech,theoriginalspeaker'sexactwordsaregivenandareindicatedbyquotationmarks.★“Idon’tknowwhattodo,”saidDean.Insomegrammarbooks,‘saidDean’isreferredtoasareportingclause.“Idon'tknowwhattodo,”isreferredtoasthereportedclause.2.IndirectSpeechIni ndirectspeech,theexactmeaningofthespeaker’swordsisgiven,buttheexactwordsarenotdirectlyquoted.★Deansaidthathedidn’tknowwhattodo.Toconvertdirectspeechintoindirectspee ch:Ifthemainverbispasttense,presenttenseverbsin‘thatclause’mustalsobechangedtopasttense.Deansaidthathedidn’tknowwhattodo.Firstandsecondpersonpronounsmustbecha ngedtothirdpersonpronouns.Deansaidthathedidn’tknowwhattodo.3.IndirectQuestionsDirectquestion:“Didmarama’shorsewinaprize?”owenasked.Indirectquestions:owenaskedwhethermarama’shorsehadwonaprize.Thesamerulesapplytoindirectquest ionsastoindirectstatements.Thedifferenceisthatawh-c lauseisusedinsteadofathatclause.Directquestion:“whywon’tyoumarryme?”askedDonald.Indirectquestion:Donaldaskedherwhyshewouldn’tmarryhim.Intellingastoryorrecountingevents,aspeake rusingdirectspeechhasalltheresourcesofintonationtop roducealivelyaccount.Becauseindirectspeechisalwayss peechreportedbysomeoneelse,theaccountismorereserved andrestrained.“whatshallwedo?”askedBev.“Don’tworry,Bev,”saidDuncan,“I’vegotaplan.”BevaskedDuncanwhattheyshoulddo.Hetoldhernottoworrya ndthathehadgotaplan.Theabilitytochangedirectspeechi ntoindirectspeechisausefulskillforthoseengagedintak ingtheminutesofameetingorreportingonevents.Directsp eech:“Firstofall,Iwouldliketothankeverybodywhohelpedwit hthefair.Theresultswereverygood,andwewillnowbeablet obuytwomorecomputers.”Indirectspeech:Theprincipalsaidthathewouldliketotha nkeverybodywhohadhelpedwiththefair.Heannouncedthatt heresultswereverygoodandthattheschoolwouldnowbeable tobuytwomorecomputers.III.Discoveringwordsandexpres sionsDoexercises1,2,3and4onpage4and5.checkyourworkw ithyourpartner’s.IV.DiscoveringstructuresDoexercise1and2.checkyourworkwithyourpartner’s.Period3:AsamplelessonplanforUsingLanguageAimsToli stentoaletteraboutfriendshipTospeakaboutaquestionna ireaboutfriendshipTowriteadviceaboutfriendshipTowri teafewlinesdescribingafriendProceduresI.warmingup1. ReadthelettertomisswangandfindoutwhatwasupsettingLi sa.2.Listentowhatmisswangsays,andthenanswerthequest ionsinExercise2.3.Listentothetapeagainandtrytospell outthemissingwordsinEx3.II.Talkingaboutdesigningaqu estionnaireworkingroupsoffour.Designaquestionnairet ofindoutwhatkindoffriendsyourclassmatesare.AsktheSt udentstousethequizinthewarmingUpasanexample.Note:Th estudentsshouldbetalkingwhiletheyaredoingthetask.Th isprovidesthestudentswiththeopportunitytopractiseex pressingthoughtandconcerninmattersofimmediateconcer nandinterest.Tellthestudentstofollowthesesteps:Step 1:Inyourgroup,comeupwithfoursituationsamongfriends. Designfourquestionsaccordinglywiththreepossibleansw ers.Step2:Putthefourquestionstogetherandformaquesti onnaire.Step3:checkthequestionnairethroughandtryito utonyourowngroup.Step4:Shareyourquestionnairewithan othergroupandtryeachother’squestionnaires.Samplequestionnaire:Thisquestionnai rehasfourquestions,andeachquestionisfollowedbyaseto fpossibleanswers.Pleasereadthequestions,andthencons iderwhichresponsefitsyoubest.1.whyamIclosefriendswi ththispersonnow?A.Becausebeingfriendswithhim/herhelpsmefeelimportant. B.BecausemyfriendwouldbeupsetifIendedtherelationship. c.Becausehe/sheissomeoneIreallyenjoysharingemotionsan dspecialeventswith.2.whydoIspendtimewithmyfriend?A.BecausemyfriendwouldgetmadatmeifIdidn’t.B.Becauseitisfunspendingtimewithhim/her.c.BecauseIthinkitiswhatfriendsaresupposedtodo.3.whydo Ilistentomyfriend’sproblems,ortowhatmyfriendhastosay?A.BecausemyfriendpraisesmeandmakesmefeelgoodwhenIdo.B.Becauseit’sinterestingandsatisfyingtobeabletosharelikethat.c.BecauseIreallyvaluegettingtoknowmyfriendbetter.4.wh ydoIkeeppromisestomyfriend?A.BecauseIbelieveitisanimportantpersonalqualitytolive uptomypromisestoafriend.B.BecauseitwouldthreatenourfriendshipifIwerenottrustw orthy.c.BecauseIwouldfeelbadaboutmyselfifIdidn’t.ScoringSheet:Q1A1pointQ2A1pointQ3A1pointQ4A3point sB2pointsB2pointsB2pointsB2pointsc3pointsc3pointsc3 pointsc1point☆4~6points:youarenotagoodfriend.youeitherneglectyour friend’sneedsorjustdowhathe/shewantsyoutodo.youshouldthink moreaboutwhatagoodfriendneedstodo.☆7~9points:youareagoodfriendbutyousometimesletyourfr iendshipbecometooimportant,oryoufailtoshowenoughcon cernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfri end’sneedsandyourownresponsibilities.☆10+points:youareanexcellentfriendwhorecognizesthatt obeagoodfriendyouneedbalanceyourneedsandyourfriend’s.welldone.Studentsworkingroupsandtrytheirownquesti onnairesintheschooltocollectmoreinformationaboutstu dents’reflectionofthevaluesoffriendship.III.Guidedwriting 1.ReadthelettertotheeditorfromXiaodongandmakesureyouk nowwhatproblemXiaodonghas.2.Discussingroupsoffour.ThinkwhatadviceyoucangiveXiao dong.3.writeyouradvicetoXiaodongasaneditorindividually.Sam plewriting:DearXiaodong,Somepeopleliketalkingwithot hers,butsomepeopleareshy.Ifyoufallintothesecondgrou p,itcanbehardtomakefriends.Butyoucanchangethesituat ion.whatareyouinterestedin?Ifyoulikebasketball,fore xample,youcouldtalkwithsomeofyourclassmateswholikebasketball.Theeasiestwaytostarttalkingtopeopleistofi ndsomethingyouhaveincommon.Ifyouarestandingbesideag roupofyourclassmates,joinintheirdiscussionifyouknow somethingaboutthesubjecttheyarediscussing.Butifyoud on’t,youshouldn’tfeelafraidtosay,forexample,“Thatsoundsinteresting,whatisitabout?”onceyoustarttalkingtooneperson,itwillgeteasiertotal ktoothers.Findonepersonyouhavesomethingincommonwith ,andonceyoubecomefriendswithhim,hisfriendswillstart talkingtoyoutoo.Goodluck!EditorIV.writingassessment 1.canyougiveXiaodongsomegoodadvice?2.Isyourletterwe lldeveloped?3.Areyourideaswellorganizedtothepoint?4.Doyouhaveagoodchoiceofwordsandidiomsinyourwriting?5.Doyougetagoodmasteryofcomplexstructuresoflanguage?6.whatkindofmistakeshaveyoumadeinyourwriting?whatcany oudotoavoidsuchmistakes?V.FurtherApplyingHerearesom eproverbsaboutfriendsandfriendship.Readthemcarefull yandpayattentiontothesentencestressandintonation.Th enwriteapassage.choosesomeyouagreeandexplainwhy.Thenchoosesomeyoudisagreeandexplainwhy.Afriendinneedis afriendindeed.Friendsarelikewine,theolder,thebetter .whenyoumeetyourfriend,yourfaceshines—youhavefoundgold.Afriendtoallisafriendtonone.Thesam emancannotbebothfriendandflatterer.Thebestmirrorisa noldfriend.Falsefriendsareworsethanopenenemies.walk ingwithafriendinthedarkisbetterthanwalkingaloneinth elight.Friendshipcannotalwaysstandononeside.Thefrie ndshipthatcanendisneverreal.withclothesthenewarebes t,withfriendstheoldarebest.■youmayalsohavethestudentscompletethetaskashomeworka fterclass.PartTwTeachingResourcesSection1:Backgroun dreadingonfriendshipFriendshipQuotesI.Questionsabou tfriendship1.whatisthemainprobleminfriendship?2.How doyoukeepafriend?3.whatisagoodfriend?4.whatifyourfr iendsaidtheywouldn’tbeyourfriendifyouwereanotherperson’sfriend?★“Truefriendshipislikesoundhealth;thevalueofitissel domknownuntilitbelost.”---charlescalebcolton★“Afriendisonewhowalksinwhenotherswalkout”---walterwinchell★“Afriendisonewhobelievesinyouwhenyouhaveceasedtobelieveinyourself.”---Lysha★“Thebetterpartofone'slifeconsistsofhisfriendships.”---AbrahamLincoln★“Adviceislikesnow;thesofteritfalls,thelongeritdwel lsupon,andthedeeperitsinksintothemind.”---SamuelTaylorcoleridge★“Friendshipisthegoldenribbonthattiestheworldtogeth er.”---kristinakentigian★“Friendsarethesunshineoflife.”---johnHay★Afriendinneedisafriendindeed.II.Tipsonbeingagoodfri end※Treatyourfriendsthewayyouwanttobetreated.※keepsecretsthataretoldtoyou.※Payattentionwhenyourfriendistalking.※keepyourpromises.※Sharethingswithyourfriend.※Tellyourfriendthetruth.※Stickupforyourfriend.III.whatkindoffriendareyou?1.Ifyourfriendtellsyouasecretthatisn’tbadbutyoupromisednottotellanyone,youwill________.A.telleveryoneB.keepthepromise2.Ifyouknowyourfriendisplanningtocheatonatest,youwill ________.A.tellyourteacherB.letyourfriendcheatc.helpyourfriendstudyforthetestsoshewon'tfeelsheneeds tocheat3.Ifyourfriendtellsyouasecretanditmaycausehisorherdea th,youwill________.A.tellatrustedadultB.keepitasecretc.tellyourfriendsyoumayprintthissheetandanswertheques tions.Thendiscusstheanswerswithyourfriends.Atruefriendshipshould:☉encourageyoutoliveyourdream.☉supportyoutowardyourgoals.☉sympathizeforyourlossesandhelpyoufindasilverlining.☉buildyourself-esteem.Ifhappinessandlife-satisfactio nareyourgoals,yourfriendsshouldbechosenonthebasisof howwelltheycanaccomplishthosefourgoals.Happinessisa personalchoicethatcomesfromwithin.But,asthefriendsh ippoemsays,itsurelydoesn’thurttohavesupportivefriendshipsthathelpusachieveou rgoals.IV.Self-reflectionuponfriendshipReadthefollo wingstatementsandthentickyesorNotoshowyouropinionsu ponfriendship.1.Friendshipisveryimportanttome.2.Iha vealotoffriends.3.Therecanbetruefriendshipbetweenas choolboyandaschoolgirl.4.Iamverykindtomyfriends.5.Ithinkeveryoneshouldhavefriends.6.Friendsmusthavethesamecharacter.7.Ikeepadiaryandthinkitismyclosefriend.8.whenmyfriendisintrouble,Iamalwaysreadytohelp.9.Idon’tliketotalktoothersverymuch.Iliketobealone.10.Ikeepapetanimalandtreatitlikeafriend.Afriendshippoe mchoosefriendswisely,theportraittheypaintIswhoyouar eandwhoyouain’t.Friendshipislife’sgreatsupportwhenfriendsareoftherightsort.Forallyou rdreamsdotheymakeroom,orbringyoudownwithdoomandgloo m?youwillknowafriendshipistrue.whenitbringsoutthebe stinyou.It’strue.youcantellapersonbythecompanyshekeeps.ourfrie ndshipsnotonlytellalotaboutwhoweare---theymakeuswho weare.Thefriendshippoemabovesaysitall.youwillknowaf riendshipistruewhenitbringsoutthebestinyou.Takealoo katyourfriends.Dotheybringoutthebestinyou?Thatmight seemlikeasillyquestion.wealltendtothink,“ofcoursetheybringoutthebestinme.Iwouldn’tbefriendswiththemotherwise.”Section2:VocabularyteachingstrategyI.Theroleofvocab ularyteachingInthecontextoflearningEnglishasaforeig nlanguage,alearnerisforcedtobeautonomousandindepend entandmakeconsciousefforttolearnvocabularyoutsideth eclassroomsimplybecausetheexposuretothetargetlangua geislimitedinclass.Soteacherscannotrelyontheirstude nts‘pickingup’lexicalitems.Thismakesexplicitvocabularyteachingnec essary.However,vocabularyisnotoriouslydifficultifno timpossibletoteachbecauseofthecomplexityofitslingui stic,semanticandpsycho-cognitiveaspectsII.Bestappro achTherearenouniversallyusefulstrategiesandtheycont ributetovocabularylearningindifferentways.Studentsu seanumberofstrategies,oftensimultaneously.Theeffici encyofvocabularylearningdependsonhowstudentscombine individualstrategies.Ifstudentscombineandemployindi vidualstrategiesfromdifferentgroupstheywillbemoresu ccessfulindevelopingthetargetlanguagelexicon.Thus,t heidealcombinationwouldbethatofstrategiesfromallfou rgroups.Theteachershouldcreateactivitiesandtaskstoh elpstudentstobuildtheirvocabularyanddevelopstrategi estolearnthevocabularyontheirown.Studentsexperiment andevaluateandthendecidewhichtoadoptorrejectsincest rategiesarenotintendedtobeprescriptive.III.Practica lactivitiesHereisaselectionofpracticalactivitiestha tdirectlearnerstowardsusingstrategiesofvocabularyle arning.1.TheusefulalphabetEachstudentgetsaletterand hastofind5,10or15wordsheorshethinkswouldbeusefulfor himorher.Heorshethenreporttotheclass,perhapsasamingleactivity,usingwordcards.2.wordbagThisistogetyours tudentstowritedownnewwordstheyhearinclass.Atthebegi nningoftheterm/course,dividestudentsintogroupsofabo ut5andgiveeachgroupanumber.Atthebeginningofeachclas s,giveeachgroupabout10cardsonwhichtheywritethenumbe roftheirgroupandthenewwordstheyhearinclass.Attheend ofeachclass,theyputtheircardsintothe“wordbag”andevery2weeksyoucheckwhethertheystillknowthoseword sandwhichgrouphasthemostcards.Intheendtherearetwowi nners:thegroupthathasthemostcards,andtheonethatknow smorewords.3.EspeciallyforyouTheteacherpreparesalis tofwords.Eachstudentgetsoneword,whichispreparedespe ciallyforhimorher.Thetrickisthateachstudentgetsawor dwhoseinitialletteristhesameastheinitialofthestuden t’sfirstname,e.g.Lindagetslistless.Eachstudentmustloo kitupinthedictionaryduringtheclassandafterafewminut esreporttotheclass.E.g.“mynameisLindaandI’mlistless.ThatmeansthatIam......”.Forhomeworkstude ntscandothesameusingtheirsurname.4.wordtourInstruct ionsforyourstudents:Thinkofatownorcityyouknowwell.I maginethatyouareorganizingasightseeingtour.Thinkof5placesyouwouldincludeonyourtourandwritedowntheorder inwhichthetouristswouldvisitthem.Learnyourtouroffby heartsothatyoucanpictureitinyourmind.wheneveryouhav e5newEnglishwordstolearn,imaginethesewordsarethetou ristsonyourtourandpicturethewordsintheplacesonyourt ourlikethis.Tour:TrafalgarSquare;BuckinghamPalace;H ousesofParliament;westminsterAbbey;DowningStreet.wo rdstolearn:apron,dustpan,vacuumcleaner,featherduste r,broom.ImagineNelsononhiscolumninTrafalgarSquarewe aringanapron,thequeenbrushingthefloorinBuckinghamPa laceandusingadustpan...Section3:wordsandexpressions fromUnit1Friendshipaddv.1.putsomethingwithsomething elseorwithagroupofotherthings:Doyouwanttoaddyournam etothelist?2.toputtwoormorenumberstogetherinorderto calculatethetotal:Add6and6tomake12.3.toincreasethen umber:Thesalestaxadds15%tothepriceofclothes.4.tosay somemorethatisrelatedtowhathasalreadybeensaid:That’sallIwanttosay.Isthereanythingyou’dliketoadd.otherverbalphrasesof“add”addttomakesomethinglargerandmorenoticeable:ourexpla nationseemedonlytoaddtohisbewilderment.addup:tocalc ulatethetotalofseveralnumbers:Addyourscoresupandwe’llseewhowon.addupttohaveaparticularresult:Hisschool ingaddeduptonomorethanoneyear.point:n.1.smallspot:T hestarsshoneliketinypointsoflightinthesky.2.sharpen d:aknifewithaverysharppoint.3.aunitusedtoshowthesco reinagameorsport:Shelostthreepointsforthatfall.upse t:1.vt.&vi.tomakesomeonefeelunhappyorworried:I’msorry,Ididn’tmeantoupsetyou.2.adj.unhappyandworried:Shewasstill upsetabouttheargumentthatshehadhadwithHarry.ignore: vt.1.tobehaveasifyouhadnotseenorheardsomeoneorsomet hing:Eithershedidn’tseemewaveorshedeliberatelyignoredme.2.topaynoatten tiontosomethingthatyouhavebeentoldorthatyouknowabou t:Somedriverssimplyignorespeedlimits.calm:1.adj.qui etandwithoutexcitement,nervousactivityorstrongfeeli ngs:keepcalm,andtrynottopanic.2.vt.&vi.tomakeso meoneorsomethingquietafterstrongemotionornervousact ivity:charlietriedtocalmthefrightenedchildren.3.cal mdown:vt&vi.tobecomequietormakesomeonequietafte rstrongemotionornervousactivity:calmdownandtellmewh athappened.concern:1.n.worry:somethingthatworriesyo uorafeelingofworry:Thereisgrowingconcernabout/overtheeffectsofpollutiononhealth.Theriseinunemploymenti sofgreatconcerntothegovernment.2.vt.tomakesomeonefe elworriedorupset:Thefactthatshespendssomuchmoneyonh erownreallyconcernsme.moreandmorepeopleareconcernin gthemselveswith/aboutenvironmentalproblems.3.beconc ernedabout/for/with:Rosshasneverbeenconcernedaboutw hatotherpeoplethinkofhim.Rescuersareconcernedforthe safetyofthosetrappedinthemine.Thisstoryisconcernedw ithaRussianfamilyinthe19thcentury.cheat:1.vi.tobeha veinadishonestwayinordertowinortogetaadvantageinaco mpetition,gameorexamination:jackalwayscheatsatcards .2.vt.totricksomeonewhotrustsyou.share:vi&vt.1. useequally:Thelastbushadgone,sothethreeofussharedat axi.Isharedaroomwithhimatcollege.2.tohavethesameopi nion,experience,feelingetcassomeoneelse:Ishareyourc oncernaboutthisproblem.3.totellotherpeopleaboutanid ea,secret,problem:It’salwaysbettertoshareyourworries.4.n.partofsth.:Idom yshareofthehousework.Don’tworry---you’llgetyourfairshare.setdown:towritedownsomethingsoth atyouhavearecordofit:Iwanttosetdownmyfeelingsonpape r.otherverbalphrasesof“set”setapart:tomakesomeoneorsomebodydifferentfromotherp eopleorthings.setaside:tokeepsomemoneyortimeforaspe cialpurposesetoff:tostarttogosomewhere/tocauseaexpl osionsetout:tostartajourney/totalkaboutsomethingina norganizedwaysetup:tostartanorganization/tobuildsom ethingcrazyadj.1.impractical;foolish:That’sthecraziestideaI’veeverheard.2.mad;illinthemind:Turnthatmusicdown---it’sdrivingmecrazy.3.becrazyabout=tolikesb.verymuch,or beveryinterestedinsomething:Theboyiscrazyaboutfootb all.4.likecrazy=veryhard:wehavetoworklikecrazytoget thisfinishedontime.purpose:1.n.anintentionorplan;th efeelingofhavinganaiminlife:Thediscussionservesatwi npurpose---instructionandfeedback.Tomwentforawalk,w ithnodefinitepurposeinmind.2.onpurpose=deliberately trust:1.n.astrongbeliefinthehonesty,goodnessetc.ofs omeoneorsomethinge.g.youshouldn’tputyourtrustinamanlikethat.2.vt.tobelievethatsomeo neishonestandwillnotharmyouorcheatyou:Itrustedmax,s oIlenthimthemoney.canhebetrustedtolookafteryourpetd og?suffer:vt.&vi.1.toexperiencephysicalormentalpain:Atleasthediedsuddenlyanddidn’tsufferalot.2.tobeinaverybadsituationthatmakesthing sverydifficultforyou:Ifyoubreakthelaw,youmustbeprep aredtosufferthepunishment.Shewasverygeneroustohimbu tshesufferedforitwhenheranawaywithallhermoney.3.toe xperiencesomethingunpleasant:Thecarsufferedsevereda mageintheaccident.getalong:1.tohaveafriendlyrelatio nship:Ifyoutwoaregoingtosharearoom,you’dbetterlearnhowtogetalong.I’vealwaysfoundhimabitdifficulttogetalongwith.2.topro gressyouaredoing:HowareyougettingalongwithyourEngli shstudies?otherverbalphrasesof“get”:getabout/around:getwidespreadgetaway:tosucc eedinleavingaplacegetback:toreturntoaplace;tohavest h.returnedtoyougetdown:tomakesb.feelunhappy;getdown tosth./doingsth.:tostartdoingsomethingthatneedsalot oftimeorenergy.getover:getwellafteranillness;todoan dfinishsth.difficultgetthrough:topassatestorexamcom municate:vi.toexpressyourthoughtsandfeelings:Parent ssometimesfinditdifficulttocommunicatewithteenagech ild.。