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2019-2020年高中英语Unit1Friendship教案新人教版必修1PartOne:TeachingDesign第一部分教学设计Period1:AsamplelessonplanforreadingANNE’SBESTFRIENDAimsTotalkaboutfriendshipToreadaboutfriendshipProceduresI.Warmingup
1.WarmingupbyassessingAlotofpeoplehaveonlyfewpossibilitiesofgettingfeedbackabouttheirownpersonality.Inthisexerciseyouwillhavetheopportunitytogetsomefeedbackandtodiscussitwithapartner.Whileparingyourmutualjudgmentscertainprejudicesormisunderstandingsmayappearaspeopleoftendonotknoweachotherthoroughlyenoughtojudgeotherscorrectly.Trytobehonest!SelfassessmentOfthefollowingcharacteristicschoose5thatareparticularlyapplicabletoyoupersonally.sociablehonestfriendlyeasygoingnervousopen-mindedanxiouscarefultalentedtalkativenosythoughtfulgenerouscarefreepessimisticpeacefuloptimisticinterestingreliablehelpfulactivecarelesscaringexactadventurousimaginativehot-bloodedwell-organisedtrustworthypatientresponsibleoutgoingkindbravewarm-heartedselflesstolerantPartnerassessmentNowchoose5characteristicfeatureswhichyouthinkareespeciallyapplicabletoyourpartner.sociablehonestfriendlyeasygoingnervousopen-mindedanxiouscarefultalentedtalkativenosythoughtfulgenerouscarefreepessimisticpeacefuloptimisticinterestingreliablehelpfulactivecarelesscaringexactadventurousimaginativehot-bloodedwell-organisedtrustworthypatientresponsibleoutgoingkindbravewarm-heartedselflesstolerant
2.WarmingupbydescribingHavethestudentsgetintogroupsoffourtodescribetheirownidealfriend.IndividualstudentsmustdecideonTOP5characteradjectivesthatcouldbeusedtodescribetheidealfriendandinsisttheyhavegoodreasonsfortheirchoice.Thenletthegroupleadergivetheclassadescriptionoftheiridealfriend.
3.FurtherapplyingYoumayalsohavethestudentsdothesurveyinthetextbookfollowingthestepsbelow.
1.Getthestudentstomakealistofthreequalitiesagoodfriendshouldhave.
2.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.
3.Haveamemberofeachgroupreportonwhattheirlistshaveinmonandlistthemontheboard.
4.Asktheclasswhetherornottheyagreewithallthequalitieslisted.
5.Thenhavethestudentsdothesurveyinthetextbook.
6.Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage
8.
7.Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship:★4~7points:Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsorjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo.★8~12points:Youareagoodfriendbutyousometimesletyourfriendshipbeetooimportantoryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.★13+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.Welldone.Youmayalsoshowyourstudentstheresultsaboveandletthemselvesself-reflectupontheirownvaluesoffriendshipII.Pre-readingTofocustheStudents’attentiononthemaintopicofthereadingpassage.Toactivatetheirpreviousknowledgeonthetopic.III.TalkingandsharingWorkingroupsoffour.Tellyourgroupmateshowyoureflectonthesequestions.
1.WhydoyouneedfriendsMakealistofreasonswhyfriendsareimportanttoyou.
2.WhatdoyouthinkagoodfriendshouldbelikeListwhatagoodfriendshoulddoandsharethelistwithyourpartners.
3.DoesafriendalwayshavetobeapersonWhatelsecanbeafriend
4.DoyouthinkadiarycanbeeyourfriendWhyorwhynotInstructions:Theteachercangiveeachgrouponeofthesequestionsabovetotalkabout.Thenlettheclasssharetheirideas.It’sbettertostimulatethestudentstochallengetheirclassmates’opinionsaboutthesequestions.PossibleanswersQ1:ReasonsIneedfriends:※tocopewithstressfulsituationsinlife※tosharemyworriesandsecretsinmyinnerworld※toshowmyconcernforotherpeople※toletotherpeoplesharemyhappiness※tounfoldtootherpeoplethesecretsinmyhearttonamebutfew.Q2:Agoodfriendshould:※tellmethetruthhonest※begoodtomefriendly※bewillingtoconsideroracceptothers’ideasoropinionsopen-minded※bewillingtohelpothersgenerousorhelpful※begood-tempered※thinkaboutwhatothersneedandtrytohelpthemcaring※beloyaltotheirresponsibilityresponsible※noteasilyupseteasy-going※beout-goingliketomeetandtalktonewpeople※betolerantallowotherpeopletohavedifferentopinionsordosomethinginadifferentway※beselflesstonamebutfewQ3:WhatelsecanbeafriendAnswerscanbevarious.omittedQ4:Students’answersmayvarybutmustincludeareason.Yes.IthinkitcanbebecauseIcansetdownhowIfeeleverydayinmydiaryandletotherpeoplereadittosharemyfeelingssometimelater.AboveallitfeelsgoodtowritedownmythoughtsandfeelingonpaperwhenIamsadorlonely.IV.Reading
1.LookingandguessingWorkinpairs.Lookatthepicturesandtheheadingandguesswhatthetextmightbeabout.
1.Imaginewhatitmightbelikeifyouhadtostayinyourbedroomforawholeyear.YoucouldnotleaveiteventogototheWCortogetacupoftea.Howwouldyoufeel
2.Whatwouldyouchooseifyouareonlyallowedtohavefivethingswithyouinthehidingplacebecausethereisverylittleroom
2.Readingtosummarisethemainideaofeachparagraph.Skimthetextandsummarisethemainideaofeachparagraphinonesentence.Para.One:Annemadeherdiaryherbestfriendwhomshecouldtelleverything.Para.Two:Anne’sdiaryactedashertruefriendduringthetimesheandherfamilyhadtohideawayforalongtime.Para.Three:HavingbeenkeptindoorsforsolongAnnegrewsocrazyabouteverythingtodowithnature.
3.LanguagefocusNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.laughatgothroughmake/call+O+NounasO.C.hideawaysetdowngrowcrazyaboutdowith…therewasatimewhen…keepsb.spellboundonpurposeinordertodosth.fartoo+adj./advhappentodosth.itwasthefirst/secondtimethat…facetofaceV.ClosingdownClosingdownbydoingexercisesToendthelessonyouaretodotheprehendingExercises1and
2.ClosingdownbydiscussionofideasWorkingroupsoffour.Discusstheideasputforwardinthereadingpassage.Itdoesnotmatterwhetheryouagreeordisagree.Whatisimportantisthatyoushouldhaveareasonforwhatyousay.Alsoyoucanputforwardyourownideaseithercriticisingthetextorusingitasasupport:★WhatwouldyoudoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike★Wherewouldyouplantohide★HowwouldyouarrangetogetfoodgiventoyoueverydayWhatwouldyoudotopassthetimeLanguagechunksfromUnit1Friendshipaddupgetsth.donecalmsb.donehavegottogoonholidaytalkcareofwalkthedoggetloosepayforsthcheatintheexamshouldhavedonesomeoneelse’slaughatgothroughhideawaysetdownaseriesofahidingplaceIwonderif…grow/be/beecrazyaboutcouldhavedonekeepsb.spellboundkeepdoingstayawakeonpurposeinordertobyoneselffartoomuchitwasisthefirsttimethat…facetofacefeellonely/sitalonesaveone’slifebeconcernedaboutwithsomanyclothesonhavetroublewithsbatthemomentgetalongwellwithsb./sthenjoydoingbe/bee/makefriendswithbe/fallinlovewithtrysth.outonsb.askforadvicegivesb.someadviceon…makeanefforttodosth.joininsth.showone’sinterestinfarandwidepayattentiontolooktoone’sownconcernshareone’sthoughtsandfeelingswithsbetoaconclusionbepreparedtodosth.aheart-to-hearttalkhurtone’sfeelingschangeone’smindliveinpeacegoonapicnicgetawaywithfeelathomeinneedPeriod2:AsamplelessonplanforLearningaboutLanguageDirectIndirectSpeechⅠstatementsquestionsAimsTodiscoverusefulwordsandexpressionsTodiscoverusefulstructuresProceduresI.WarmingupWarmingupbydiscoveringusefulwordsandexpressionsTurntopage4anddoExercises123and4first.Thencheckyouranswerswithyourclasspartner.II.Learningaboutgrammar:DirectandIndirectSpeech
1.DirectSpeechIndirectspeechtheoriginalspeakersexactwordsaregivenandareindicatedbyquotationmarks.★“Idon’tknowwhattodo”saidDean.Insomegrammarbooks‘saidDean’isreferredtoasareportingclause.“Idontknowwhattodo”isreferredtoasthereportedclause.
2.IndirectSpeechInindirectspeechtheexactmeaningofthespeaker’swordsisgivenbuttheexactwordsarenotdirectlyquoted.★Deansaidthathedidn’tknowwhattodo.Toconvertdirectspeechintoindirectspeech:Ifthemainverbispasttensepresenttenseverbsin‘thatclause’mustalsobechangedtopasttense.Deansaidthathedidn’tknowwhattodo.Firstandsecondpersonpronounsmustbechangedtothirdpersonpronouns.Deansaidthathedidn’tknowwhattodo.Theword‘that’canoftenbeleftout:Deansaidhedidn’tknowwhattodo.
3.IndirectQuestionsDirectquestion:“DidMarama’shorsewinaprize”Owenasked.Indirectquestions:OwenaskedwhetherorifMarama’shorsehadwonaprize.Thesamerulesapplytoindirectquestionsastoindirectstatements.Thedifferenceisthatawh-clauseisusedinsteadofathatclause.Directquestion:“Whywon’tyoumarryme”askedDonald.Indirectquestion:Donaldaskedherwhyshewouldn’tmarryhim.Intellingastoryorrecountingeventsaspeakerusingdirectspeechhasalltheresourcesofintonationtoproducealivelyaccount.Becauseindirectspeechisalwaysspeechreportedbysomeoneelsetheaccountismorereservedandrestrained.“Whatshallwedo”askedBev.“Don’tworryBev”saidDuncan“I’vegotaplan.”BevaskedDuncanwhattheyshoulddo.Hetoldhernottoworryandthathehadgotaplan.Theabilitytochangedirectspeechintoindirectspeechisausefulskillforthoseengagedintakingtheminutesofameetingorreportingonevents.Directspeech:“FirstofallIwouldliketothankeverybodywhohelpedwiththefair.Theresultswereverygoodandwewillnowbeabletobuytwomoreputers.”Indirectspeech:Theprincipalsaidthathewouldliketothankeverybodywhohadhelpedwiththefair.Heannouncedthattheresultswereverygoodandthattheschoolwouldnowbeabletobuytwomoreputers.III.DiscoveringwordsandexpressionsDoexercises123and4onpage4and
5.Checkyourworkwithyourpartner’s.IV.DiscoveringstructuresDoexercise1and
2.Checkyourworkwithyourpartner’s.Period3:AsamplelessonplanforUsingLanguageAletterfromastudenttotheeditorofThe21stCenturyAimsTolistentoaletteraboutfriendshipTospeakaboutaquestionnaireaboutfriendshipTowriteadviceaboutfriendshipTowriteafewlinesdescribingafriendProceduresI.Warmingup
1.ReadthelettertoMissWangandfindoutwhatwasupsettingLisa.
2.ListentowhatMissWangsaysandthenanswerthequestionsinExercise
2.
3.ListentothetapeagainandtrytospelloutthemissingwordsinEx
3.II.TalkingaboutdesigningaquestionnaireWorkingroupsoffour.Designaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.AsktheStudentstousethequizintheWarmingUpasanexample.Note:Thestudentsshouldbetalkingwhiletheyaredoingthetask.Thisprovidesthestudentswiththeopportunitytopractiseexpressingthoughtandconcerninmattersofimmediateconcernandinterest.Tellthestudentstofollowthesesteps:Step1:Inyourgroupeupwithfoursituationsamongfriends.Designfourquestionsaccordinglywiththreepossibleanswers.Step2:Putthefourquestionstogetherandformaquestionnaire.Step3:Checkthequestionnairethroughandtryitoutonyourowngroup.Step4:Shareyourquestionnairewithanothergroupandtryeachother’squestionnaires.Samplequestionnaire:Thisquestionnairehasfourquestionsandeachquestionisfollowedbyasetofpossibleanswers.Pleasereadthequestionsandthenconsiderwhichresponsefitsyoubest.
1.WhyamIclosefriendswiththispersonnowA.Becausebeingfriendswithhim/herhelpsmefeelimportant.B.BecausemyfriendwouldbeupsetifIendedtherelationship.C.Becausehe/sheissomeoneIreallyenjoysharingemotionsandspecialeventswith.
2.WhydoIspendtimewithmyfriendA.BecausemyfriendwouldgetmadatmeifIdidn’t.B.Becauseitisfunspendingtimewithhim/her.C.BecauseIthinkitiswhatfriendsaresupposedtodo.
3.WhydoIlistentomyfriend’sproblemsortowhatmyfriendhastosayA.BecausemyfriendpraisesmeandmakesmefeelgoodwhenIdo.B.Becauseit’sinterestingandsatisfyingtobeabletosharelikethat.C.BecauseIreallyvaluegettingtoknowmyfriendbetter.
4.WhydoIkeeppromisestomyfriendA.BecauseIbelieveitisanimportantpersonalqualitytoliveuptomypromisestoafriend.B.BecauseitwouldthreatenourfriendshipifIwerenottrustworthy.C.BecauseIwouldfeelbadaboutmyselfifIdidn’t.ScoringSheet:Q1A1pointQ2A1pointQ3A1pointQ4A3pointsB2pointsB2pointsB2pointsB2pointsC3pointsC3pointsC3pointsC1point☆4~6points:Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsorjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo.☆7~9points:Youareagoodfriendbutyousometimesletyourfriendshipbeetooimportantoryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.☆10+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.Welldone.Studentsworkingroupsandtrytheirownquestionnairesintheschooltocollectmoreinformationaboutstudents’reflectionofthevaluesoffriendship.III.Guidedwriting
1.ReadthelettertotheeditorfromXiaodongandmakesureyouknowwhatproblemXiaodonghas.
2.Discussingroupsoffour.ThinkwhatadviceyoucangiveXiaodong.
3.WriteyouradvicetoXiaodongasaneditorindividually.Samplewriting:DearXiaodongSomepeopleliketalkingwithothersbutsomepeopleareshy.Ifyoufallintothesecondgroupitcanbehardtomakefriends.Butyoucanchangethesituation.WhatareyouinterestedinIfyoulikebasketballforexampleyoucouldtalkwithsomeofyourclassmateswholikebasketball.Theeasiestwaytostarttalkingtopeopleistofindsomethingyouhaveinmon.Ifyouarestandingbesideagroupofyourclassmatesjoinintheirdiscussionifyouknowsomethingaboutthesubjecttheyarediscussing.Butifyoudon’tyoushouldn’tfeelafraidtosayforexample“Thatsoundsinterestingwhatisitabout”Onceyoustarttalkingtoonepersonitwillgeteasiertotalktoothers.Findonepersonyouhavesomethinginmonwithandonceyoubeefriendswithhimhisfriendswillstarttalkingtoyoutoo.Goodluck!EditorIV.Writingassessment
1.CanyougiveXiaodongsomegoodadvice
2.Isyourletterwelldeveloped
3.Areyourideaswellorganizedtothepoint
4.Doyouhaveagoodchoiceofwordsandidiomsinyourwriting
5.Doyougetagoodmasteryofplexstructuresoflanguage
6.WhatkindofmistakeshaveyoumadeinyourwritingWhatcanyoudotoavoidsuchmistakesV.FurtherApplyingHerearesomeproverbsaboutfriendsandfriendship.Readthemcarefullyandpayattentiontothesentencestressandintonation.Thenwriteapassage.Choosesomeyouagreeandexplainwhy.Thenchoosesomeyoudisagreeandexplainwhy.■Youmayalsohavethestudentspletethetaskashomeworkafterclass.PartTwo:TeachingResources第二部分教学资源Section1:BackgroundreadingonfriendshipFriendshipQuotesI.Questionsaboutfriendship
1.Whatisthemainprobleminfriendshipleavingsomeoneout
2.Howdoyoukeepafriendtreatsomeonelikeyouwanttobetreated
3.Whatisagoodfriendsomebodywhomyoucandependon
4.Whatifyourfriendsaidtheywouldn’tbeyourfriendifyouwereanotherperson’sfriendThat“friend”wouldnotmindifshewerereallyyourfriend.★“Truefriendshipislikesoundhealth;thevalueofitisseldomknownuntilitbelost.”---CharlesCalebColton★“Afriendisonewhowalksinwhenotherswalkout”---WalterWinchell★“Afriendisonewhobelievesinyouwhenyouhaveceasedtobelieveinyourself.”---Lysha★“Thebetterpartofoneslifeconsistsofhisfriendships.”---AbrahamLincoln★“Adviceislikesnow;thesofteritfallsthelongeritdwellsuponandthedeeperitsinksintothemind.”---SamuelTaylorColeridge★“Friendshipisthegoldenribbonthattiestheworldtogether.”---KristinaKentigian★“Friendsarethesunshineoflife.”---JohnHay★Afriendinneedisafriendindeed.II.Tipsonbeingagoodfriend※Treatyourfriendsthewayyouwanttobetreated.※Keepsecretsthataretoldtoyou.※Payattentionwhenyourfriendistalking.※Keepyourpromises.※Sharethingswithyourfriend.※Tellyourfriendthetruth.※Stickupforyourfriend.III.Whatkindoffriendareyou
1.Ifyourfriendtellsyouasecretthatisn’tbadbutyoupromisednottotellanyoneyouwill________.A.telleveryoneB.keepthepromise
2.Ifyouknowyourfriendisplanningtocheatonatestyouwill________.A.tellyourteacherB.letyourfriendcheatC.helpyourfriendstudyforthetestsoshewontfeelsheneedstocheat
3.Ifyourfriendtellsyouasecretanditmaycausehisorherdeathyouwill________.A.tellatrustedadultB.keepitasecretC.tellyourfriendsYoumayprintthissheetandanswerthequestions.Thendiscusstheanswerswithyourfriends.Atruefriendshipshould:☉encourageyoutoliveyourdream.☉supportyoutowardyourgoals.☉sympathizeforyourlossesandhelpyoufindasilverlining.☉buildyourself-esteem.Ifhappinessandlife-satisfactionareyourgoalsyourfriendsshouldbechosenonthebasisofhowwelltheycanacplishthosefourgoals.Happinessisapersonalchoicethatesfromwithin.Butasthefriendshippoemsaysitsurelydoesn’thurttohavesupportivefriendshipsthathelpusachieveourgoals.IV.Self-reflectionuponfriendshipReadthefollowingstatementsandthentickYes√orNo×toshowyouropinionsuponfriendship.
1.Friendshipisveryimportanttome.
2.Ihavealotoffriends.
3.Therecanbetruefriendshipbetweenaschoolboyandaschoolgirl.
4.Iamverykindtomyfriends.
5.Ithinkeveryoneshouldhavefriends.
6.Friendsmusthavethesamecharacter.
7.Ikeepadiaryandthinkitismyclosefriend.
8.WhenmyfriendisintroubleIamalwaysreadytohelp.
9.Idon’tliketotalktoothersverymuch.Iliketobealone.
10.Ikeepapetanimalandtreatitlikeafriend.AfriendshippoemChoosefriendswiselytheportraittheypaintIswhoyouareandwhoyouain’t.Friendshipislife’sgreatsupportWhenfriendsareoftherightsort.ForallyourdreamsdotheymakeroomOrbringyoudownwithdoomandgloomYouwillknowafriendshipistrue.Whenitbringsoutthebestinyou.It’strue.Youcantellapersonbythepanyshekeeps.Ourfriendshipsnotonlytellalotaboutwhoweare---theymakeuswhoweare.Thefriendshippoemabovesaysitall.Youwillknowafriendshipistruewhenitbringsoutthebestinyou.Takealookatyourfriends.DotheybringoutthebestinyouThatmightseemlikeasillyquestion.Wealltendtothink“Ofcoursetheybringoutthebestinme.Iwouldn’tbefriendswiththemotherwise.”Section2:VocabularyteachingstrategyI.TheroleofvocabularyteachingInthecontextoflearningEnglishasaforeignlanguagealearnerisforcedtobeautonomousandindependentandmakeconsciousefforttolearnvocabularyoutsidetheclassroomsimplybecausetheexposuretothetargetlanguageislimitedinclass.Soteacherscannotrelyontheirstudents‘pickingup’lexicalitems.Thismakesexplicitvocabularyteachingnecessary.Howevervocabularyisnotoriouslydifficultifnotimpossibletoteachbecauseoftheplexityofitslinguisticsemanticandpsycho-cognitiveaspectsII.BestapproachTherearenouniversallyusefulstrategiesandtheycontributetovocabularylearningindifferentways.Studentsuseanumberofstrategiesoftensimultaneously.Theefficiencyofvocabularylearningdependsonhowstudentsbineindividualstrategies.Ifstudentsbineandemployindividualstrategiesfromdifferentgroupstheywillbemoresuccessfulindevelopingthetargetlanguagelexicon.Thustheidealbinationwouldbethatofstrategiesfromallfourgroups.Theteachershouldcreateactivitiesandtaskstobedonebothinandoutsideclasstohelpstudentstobuildtheirvocabularyanddevelopstrategiestolearnthevocabularyontheirown.Studentsexperimentandevaluateandthendecidewhichtoadoptorrejectsincestrategiesarenotintendedtobeprescriptive.III.PracticalactivitiesHereisaselectionofpracticalactivitiesthatdirectlearnerstowardsusingstrategiesofvocabularylearning.
1.Theusefulalphabetself-initiatedindependentlearningEachstudentgetsaletterandhastofind510or15wordsheorshethinkswouldbeusefulforhimorher.Heorshethenreporttotheclassperhapsasamingleactivityusingwordcardsononesidetheywritetheletterontheothertheinformationontheword-spellingpronunciationdefinition.
2.WordbagformalpracticeThisistogetyourstudentstowritedownnewwordstheyhearinclass.Atthebeginningoftheterm/coursedividestudentsintogroupsofabout5andgiveeachgroupanumbere.g.1-
6.Atthebeginningofeachclassgiveeachgroupabout10cardsonwhichtheywritethenumberoftheirgroupandthenewwordstheyhearinclass.Attheendofeachclasstheyputtheircardsintothe“wordbag”andevery2weeksyoucheckwhethertheystillknowthosewordsandwhichgrouphasthemostcards.Intheendtherearetwowinners:thegroupthathasthemostcardsandtheonethatknowsmorewords.
3.EspeciallyforyouFunctionalpracticeTheteacherpreparesalistofwords.Eachstudentgetsonewordwhichispreparedespeciallyforhimorher.Thetrickisthateachstudentgetsawordwhoseinitialletteristhesameastheinitialofthestudent’sfirstnamee.g.Lindagetslistless.Eachstudentmustlookitupinthedictionaryduringtheclassandafterafewminutesreporttotheclass.E.g.“MynameisLindaandI’mlistless.ThatmeansthatIam...definition...”.Forhomeworkstudentscandothesameusingtheirsurname.
4.WordtourmemorizingInstructionsforyourstudents:Thinkofatownorcityyouknowwell.Imaginethatyouareorganizingasightseeingtour.Thinkof5placesyouwouldincludeonyourtourandwritedowntheorderinwhichthetouristswouldvisitthem.Learnyourtouroffbyheartsothatyoucanpictureitinyourmind.Wheneveryouhave5newEnglishwordstolearnimaginethesewordsarethetouristsonyourtourandpicturethewordsintheplacesonyourtourlikethis.Tour:TrafalgarSquare;BuckinghamPalace;HousesofParliament;WestminsterAbbey;DowningStreet.Wordstolearn:aprondustpanvacuumcleanerfeatherdusterbroom.ImagineNelsononhiscolumninTrafalgarSquarewearinganapronthequeenbrushingthefloorinBuckinghamPalaceandusingadustpan...Section3:WordsandexpressionsfromUnit1Friendshipaddv.
1.putsomethingwithsomethingelseorwithagroupofotherthings:Doyouwanttoaddyournametothelist
2.toputtwoormorenumberstogetherinordertocalculatethetotal:Add6and6tomake
12.
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.inaskatingmatchupset:
1.vt.vi.tomakesomeonefeelunhappyorworried:I’msorryIdidn’tmeantoupsetyou.
2.adj.notbeforenoununhappyandworried:ShewasstillupsetabouttheargumentthatshehadhadwithHarry.ignore:vt.
1.tobehaveasifyouhadnotseenorheardsomeoneorsomething不理睬:Eithershedidn’tseemewaveorshedeliberatelyignoredme.
2.topaynoattentiontosomethingthatyouhavebeentoldorthatyouknowabout忽视:Somedriverssimplyignorespeedlimits.calm:
1.adj.quietandwithoutexcitementnervousactivityorstrongfeelings:Keepcalmandtrynottopanic.
2.vt.vi.tomakesomeoneorsomethingquietafterstrongemotionornervousactivity:Charlietriedtocalmthefrightenedchildren.
3.calmdown:vtvi.tobeequietormakesomeonequietafterstrongemotionornervousactivity:Calmdownandtellmewhathappened.concern:
1.n.worry:somethingthatworriesyouorafeelingofworry:Thereisgrowingconcernabout/overtheeffectsofpollutiononhealth.Theriseinunemploymentisofgreatconcerntothegovernment.
2.vt.tomakesomeonefeelworriedorupset:Thefactthatshespendssomuchmoneyonherownreallyconcernsme.Moreandmorepeopleareconcerningthemselveswith/aboutenvironmentalproblems.
3.beconcernedabout/for/with:Rosshasneverbeenconcernedaboutwhatotherpeoplethinkofhim.Rescuersareconcernedforthesafetyofthosetrappedinthemine.ThisstoryisconcernedwithaRussianfamilyinthe19thcentury.cheat:
1.vi.tobehaveinadishonestwayinordertowinortogetaadvantageinapetitiongameorexamination:Jackalwayscheatsatcards.
2.vt.totricksomeonewhotrustsyou.share:vivt.
1.useequally:Thelastbushadgonesothethreeofussharedataxi.Isharedaroomwithhimatcollege.
2.tohavethesameopinionexperiencefeelingetcassomeoneelse:Ishareyourconcernaboutthisproblem.
3.totellotherpeopleaboutanideasecretproblem: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.verymuchorbeveryinterestedinsomething:Theboyiscrazyaboutfootball.
4.likecrazy=veryhard:Wehavetoworklikecrazytogetthisfinishedontime.purpose:
1.n.anintentionorplan;thefeelingofhavinganaiminlife:Thediscussionservesatwinpurpose---instructionandfeedback.Tomwentforawalkwithnodefinitepurposeinmind.
2.onpurpose=deliberatelytrust:
1.n.astrongbeliefinthehonestygoodnessetc.ofsomeoneorsomethinge.g.Youshouldn’tputyourtrustinamanlikethat.
2.vt.tobelievethatsomeoneishonestandwillnotharmyouorcheatyou:ItrustedMaxsoIlenthimthemoney.Canhebetrustedtolookafteryourpetdogsuffer:vt.vi.
1.toexperiencephysicalormentalpain:Atleasthediedsuddenlyanddidn’tsufferalot.
2.tobeinaverybadsituationthatmakesthingsverydifficultforyou:Ifyoubreakthelawyoumustbepreparedtosufferthepunishment.Shewasverygeneroustohimbutshesufferedforitwhenheranawaywithallhermoney.
3.toexperiencesomethingunpleasant:Thecarsufferedseveredamageintheaccident.getalongwith:
1.tohaveafriendlyrelationship:Ifyoutwoaregoingtosharearoomyou’dbetterlearnhowtogetalong.I’vealwaysfoundhimabitdifficulttogetalongwith.
2.toprogressyouaredoing:HowareyougettingalongwithyourEnglishstudiesOtherverbalphrasesof“get”:getabout/around:newsgetwidespreadgetaway:tosucceedinleavingaplacegetback:toreturntoaplace;tohavesth.returnedtoyougetdown:tomakesb.feelunhappy;getdowntosth./doingsth.:tostartdoingsomethingthatneedsalotoftimeorenergy.getover:getwellafteranillness;todoandfinishsth.difficultgetthrough:topassatestorexammunicate:vi.toexpressyourthoughtsandfeelings:Parentssometimesfinditdifficulttomunicatewithteenagechild.。