高中英语 Unit1 Friendship Period4教案 新人教版必修1

1、Unit1 Friendship Period1Section 1: Background reading on friendship Friendship QuotesI. Questions about friendship1.What is the main problem in friendship? (leaving someone out)2.How do you keep a friend? (treat someone like you want to be treated)3.What is a good friend? (somebody whom you can depe

2、nd on)4.What if your friend said they wouldnt be your friendif you were another persons friend? (That “friend” would not mind if she were really your friend.) “True friendship is like sound health; the value of it is seldom known until it be lost.”- Charles Caleb Colton “A friend is one who walks in

3、 when others walk out”-Walter Winchell “A friend is one who believes in you when you have ceased to believe in yourself.” - Lysha “The better part of ones life consists of his friendships.”- Abraham Lincoln “Advice is like snow; the softer it falls, the longer it dwells upon, and the deeper it sinks

4、 into the mind.” - Samuel Taylor Coleridge “Friendship is the golden ribbon that ties the world together.” -Kristina Kentigian “Friends are the sunshine of life.” -John Hay A friend in need is a friend indeed.II. Tips on being a good friend Treat your friends the way you want to be treated. Keep sec

5、rets 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.III. What kind of friend are you? 1. If your friend tells you a secret that isnt bad but you promised not to tell anyone, you

6、will_. A. tell everyone B. keep the promise 2. If you know your friend is planning to cheat on a test, you will_. A. tell your teacher B. let your friend cheat C. help your friend study for the test so she wont feel she needs to cheat 3. If your friend tells you a secret and it may cause his or her

7、death, you will_. A. tell a trusted adult B. keep it a secret C. tell your friends You may print this sheet and answer the questions. Then discuss the answers with your friends.A true friendship should:encourage you to live your dream.support you toward your goals.sympathize for your losses and help

8、 you find a silver lining.build your self-esteem.If happiness and life-satisfaction are your goals, your friends should be chosen on the basis of how well they can accomplish those four goals. Happiness is a personal choice that comes from within. But, as the friendship poem says, it surely doesnt h

9、urt to have supportive friendships that help us achieve our goals.IV. Self-reflection upon friendshipRead the following statements and then tick Yes () or No( ) to show your opinions upon friendship.1. Friendship is very important to me.2. I have a lot of friends.3. There can be true friendship betw

10、een a schoolboy and a schoolgirl.4. I am very kind to my friends.1. I think everyone should have friends.2. Friends must have the same character.3. I keep a diary and think it is my close friend.4. When my friend is in trouble, I am always ready to help.5. I dont like to talk to others very much. I

11、like to be alone.6. I keep a pet animal and treat it like a friend.A friendship poemChoose friends wisely, the portrait they paintIs who you are and who you aint.Friendship is lifes great supportWhen friends are of the right sort.For all your dreams do they make room,Or bring you down with doom and

12、gloom?You will know a friendship is true.When it brings out the best in you.Its true. You can tell a person by the company she keeps. Our friendships not only tell a lot about who we are - they make us who we are. The friendship poem above says it all. You will know a friendship is true when it brin

13、gs out the best in you. Take a look at your friends. Do they bring out the best in you? That might seem like a silly question. We all tend to think, “Of course they bring out the best in me. I wouldnt be friends with them otherwise.”Section 2: Vocabulary teaching strategyI. The role of vocabulary te

14、achingIn the context of learning English as a foreign language, a learner is forced to be autonomous and independent and make conscious effort to learn vocabulary outside the classroom simply because the exposure to the target language is limited in class. So teachers cannot rely on their students p

15、icking up lexical items. This makes explicit vocabulary teaching necessary. However, vocabulary is notoriously difficult if not impossible to teach because of the complexity of its linguistic, semantic and psycho-cognitive aspectsII. Best approachThere are no universally useful strategies and they c

16、ontribute to vocabulary learning in different ways. Students use a number of strategies, often simultaneously. The efficiency of vocabulary learning depends on how students combine individual strategies. If students combine and employ individual strategies from different groups they will be more suc

17、cessful in developing the target language lexicon. Thus, the ideal combination would be that of strategies from all four groups. The teacher should create activities and tasks (to be done both in and outside class) to help students to build their vocabulary and develop strategies to learn the vocabu

18、lary on their own. Students experiment and evaluate and then decide which to adopt or reject since strategies are not intended to be prescriptive. III. Practical activitiesHere is a selection of practical activities that direct learners towards using strategies of vocabulary learning. 1. The useful

19、alphabet (self-initiated independent learning) Each student gets a letter and has to find 5, 10 or 15 words he or she thinks would be useful for him or her. He or she then report to the class, perhaps as a mingle activity, using word cards (on one side they write the letter, on the other the informa

20、tion on the word - spelling, pronunciation, definition).2. Word bag (formal practice)This is to get your students to write down new words they hear in class.At the beginning of the term/course, divide students into groups of about 5 and give each group a number (e.g. 1-6). At the beginning of each c

21、lass, give each group about 10 cards on which they write the number of their group and the new words they hear in class. At the end of each class, they put their cards into the “word bag” and every 2 weeks you check whether they still know those words and which group has the most cards. In the end t

22、here are two winners: the group that has the most cards, and the one that knows more words.3. Especially for you (Functional practice)The teacher prepares a list of words. Each student gets one word, which is prepared especially for him or her. The trick is that each student gets a word whose initia

23、l letter is the same as the initial of the students first name, e.g. Linda gets listless. Each student must look it up in the dictionary during the class and after a few minutes report to the class. E.g. “My name is Linda and Im listless. That means that I am . (definition).”. For homework students

24、can do the same using their surname. 4. Word tour (memorizing)Instructions for your students: Think of a town or city you know well. Imagine that you are organizing a sightseeing tour. Think of 5 places you would include on your tour and write down the order in which the tourists would visit them. L

25、earn your tour off by heart so that you can picture it in your mind. Whenever you have 5 new English words to learn, imagine these words are the tourists on your tour and picture the words in the places on your tour like this.Tour: Trafalgar Square; Buckingham Palace; Houses of Parliament; Westminst

26、er Abbey; Downing Street. Words to learn: apron, dustpan, vacuum cleaner, feather duster, broom. Imagine Nelson on his column in Trafalgar Square wearing an apron, the queen brushing the floor in Buckingham Palace and using a dustpan.Section 3: Words and expressions from Unit 1 Friendshipadd v.1. pu

27、t something with something else or with a group of other things: Do you want to add your name to the list? 2. to put two or more numbers together in order to calculate the total: Add 6 and 6 to make 12. 3. to increase the number: The sales tax adds 15% to the price of clothes. 4. to say some more th

28、at is related to what has already been said: Thats all I want to say. Is there anything youd like to add.Other verbal phrases of “add”add to: to make something larger and more noticeable: Our explanation seemed only to add to his bewilderment. add up: to calculate the total of several numbers: Add y

29、our scores up and well see who won. add up to: to have a particular result: His schooling added up to no more than one year.point: n. 1. small spot: The stars shone like tiny points of light in the sky. 2. sharp end: a knife with a very sharp point. 3. a unit used to show the score in a game or spor

30、t: She lost three points for that fall.(in a skating match)upset: 1. vt. & vi. to make someone feel unhappy or worried: Im sorry, I didnt mean to upset you. 2.adj. (not before noun) unhappy and worried: She was still upset about the argument that she had had with Harry.ignore: vt. 1. to behave as if

31、 you had not seen or heard someone or something(不理睬): Either she didnt see me wave or she deliberately ignored me. 2. to pay no attention to something that you have been told or that you know about(忽视): Some drivers simply ignore speed limits.calm: 1. adj. quiet and without excitement, nervous activ

32、ity or strong feelings: Keep calm, and try not to panic. 2. vt.& vi. to make someone or something quiet after strong emotion or nervous activity: Charlie tried to calm the frightened children. 3. calm down: vt &vi. to become quiet or make someone quiet after strong emotion or nervous activity: Calm

33、down and tell me what happened.concern: 1. n. worry: something that worries you or a feeling of worry: There is growing concern about/over the effects of pollution on health. The rise in unemployment is of great concern to the government. 2.vt. to make someone feel worried or upset: The fact that sh

34、e spends so much money on her own really concerns me. More and more people are concerning themselves with/about environmental problems. 3. be concerned about/for/with: Ross has never been concerned about what other people think of him. Rescuers are concerned for the safety of those trapped in the mi

35、ne. This story is concerned with a Russian family in the 19th century.cheat: 1.vi. to behave in a dishonest way in order to win or to get a advantage in a competition, game or examination: Jack always cheats at cards. 2. vt. to trick someone who trusts you. share: vi & vt. 1.use equally: The last bu

36、s had gone, so the three of us shared a taxi. I shared a room with him at college. 2. to have the same opinion, experience, feeling etc as someone else: I share your concern about this problem. 3. to tell other people about an idea, secret, problem: Its always better to share your worries. 4. n. par

37、t of sth.: I do my share of the housework. Dont worry-youll get your fair share.set down: to write down something so that you have a record of it: I want to set downmy feelings on paper.Other verbal phrases of “set”set apart: to make someone or somebody different from other people or things.set asid

38、e: to keep some money or time for a special purposeset off: to start to go somewhere/ to cause a explosionset out: to start a journey/ to talk about something in an organized wayset up: to start an organization/ to build somethingcrazy adj. 1. impractical; foolish: Thats the craziest idea Ive ever h

39、eard. 2. mad; ill in the mind: Turn that music down-its driving me crazy. 3. be crazy about=to like sb. very much, or be very interested in something: The boy is crazy about football. 4. like crazy=very hard: We have to work like crazy to get this finished on time.purpose: 1. n. an intention or plan

40、; the feeling of having an aim in life: The discussion serves a twin purpose-instruction and feedback. Tom went for a walk, with no definite purpose in mind. 2. on purpose=deliberatelytrust: 1. n. a strong belief in the honesty, goodness etc. of someone or something e.g. You shouldnt put your trust in a man like that. 2. vt. to believe that someone is honest