高一英语Unit1 Friendship Period4教案
Section 1:Background reading on friendship
I.Questions about friendship
1.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 depend on)
4.What if your friend said they wouldn’t be your friend if you were another person’s 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 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 one's 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 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 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.
III. What kind of friend are you?
1. If your friend tells you a secret that isn’t bad but you promised not to tell anyone, you 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 won't feel she needs to cheat
3. If your friend tells you a secret and it may cause his or her 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 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 doesn’t hurt to have supportive friendships that help us achieve our goals.
IV. Self-reflection upon friendship
Read 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 between 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 don’t like to talk to others very much. I like to be alone.
6. I keep a pet animal and treat it like a friend.
A friendship poem
Choose friends wisely, the portrait they paint
Is who you are and who you ain’t.
Friendship is life’s great support
When friends are of the right sort.
For all your dreams do they make room,
Or bring you down with doom and gloom?
You will know a friendship is true.
When it brings out the best in you.
It’s 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 brings 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 wouldn’t be friends with them otherwise.”
Section 2: Vocabulary teaching strategy
In 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 ‘picking 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 aspects
II. Best approach
There are no universally useful strategies and they contribute 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 successful 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 vocabulary on their own. Students experiment and evaluate and then decide which to adopt or reject since strategies are not intended to be prescriptive.
Here is a selection of practical activities that direct learners towards using strategies of vocabulary learning.
1.The useful 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 information 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 class, 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 there 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 initial letter is the same as the initial of the student’s 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 I’m listless. That means that I am ... (definition)...”. For homework students 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. Learn 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; Westminster 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 Friendship
add v.1. put 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 that is related to what has already been said: That’s all I want to say. Is there anything you’d 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 your scores up and we’ll 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 sport: She lost three points for that fall.(in a skating match)
upset: 1. vt. & vi. to make someone feel unhappy or worried: I’m sorry, I didn’t 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 you had not seen or heard someone or something(不理睬): Either she didn’t 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 activity 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 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 she 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 mine. 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 bus 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: It’s always better to share your worries.4. n. part of sth.: I do my share of the housework. Don’t worry---you’ll get your fair share.
set down:to write down something so that you have a record of it: I want to set down
my feelings on paper.
Other verbal phrases of “set”
set apart: to make someone or somebody different from other people or things.
set aside: to keep some money or time for a special purpose
set off:to start to go somewhere/ to cause a explosion
set out:to start a journey/ to talk about something in an organized way
set up:to start an organization/ to build something
crazyadj. 1. impractical; foolish: That’s the craziest idea I’ve ever heard. 2. mad; ill in the mind: Turn that music down---it’s 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; 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=deliberately
trust: 1. n. a strong belief in the honesty, goodness etc. of someone or something e.g. You shouldn’t put your trust in a man like that.2. vt. to believe that someone is honest and will not harm you or cheat you: I trusted Max, so I lent him the money. Can he be trusted to look after your pet dog?
suffer: vt.& vi. 1.to experience physical or mental pain: At least he died suddenly and didn’t suffer a lot.2. to be in a very bad situation that makes things very difficult for you: If you break the law, you must be prepared to suffer the punishment. She was very generous to him but she suffered for it when he ran away with all her money.3. to experience something unpleasant: The car suffered severe damage in the accident.
get along (with): 1.to have a friendly relationship: If you two are going to share a room, you’d better learn how to get along. I’ve always found him a bit difficult to get along with.2. to progress you are doing: How are you getting along with your English studies?
Otherverbal phrases of “get”:
get about/around: (news)get widespread
get away: to succeed in leaving a place
get back: to return to a place; to have sth. returned to you
get down: to make sb. feel unhappy;
get down to sth./doing sth.:to start doing something that needs a lot of time or energy.
get over: get well after an illness; to do and finish sth. difficult
get through:to pass a test or exam
communicate: vi. to express your thoughts and feelings: Parents sometimes find it difficult to communicate with teenage child。
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