高一英语人教版必修1-Unit-1全套教案
广州公安-英语短语大全
Unit 1 friendship
ng aims and demands
类别
话题
词汇
课程标准要求掌握的项目
Friends
and friendship; interpersonal relationships
Add point upset ignore calm concern loose
cheat reason list
share feeling Netherlands
German outdoors crazy nature purpose
dare
thunder entirely power according trust indoors
suffer teenager
advice questionnaire quiz
situation editor communicate habit
add up
calm down have got to be concerned about walk
the
dog go through hide away set down a
series of on
purpose
in order to face to
face according to get along with fall in love
join in
1. 态度(attitudes)
Are you
afraid that---?
I’ve grown so crazy about---
I didn’t dare---
2. 同意和不同意（agreement and
disagreement）
I agree. I think so. Exactly.
I don’t agree. I don’t think so. I’m afraid
not.
3.肯定程度（certainty）
That’s correct.
Of course not.
直接引语和间接引语(1): 陈述句和疑问句
1.
陈述句
“I don’t want to set down a series of
facts in a diary.” Said Anne.
----Anne said
that she didn’t want to set down a series of facts
in a diary.
2. 一般疑问句
He asked, “Are you
leaving tonight?”
---He asked us whether we
were leaving that night.
3. 特殊疑问句
“When
did you go to bed last night?” father said to
Anne.
--- Father asked Anne when she went to
bed the night before.
功能
语法
2. Suggested teaching notes
1). Analyses
of the teaching contents
This unit is about
friendship, and nearly all the teaching materials
center
on it.
Warming up---The
questionnaire leads students to think and talk
about
friendship, get to know
the problems between friends
and seek solutions, which makes preparations for
the
further teaching in
topics, background and vocabulary.
Pre-reading
---The questions prompt students to think
critically about
friends and
friendship in reality, alerting them to the fact
that besides people, a diary can
be a friend, too.
Reading--- The diary by
theJewish girl Anne gave a glimpse of her life
during her family’s shelter in
Amsterdam from the German
Nazis’
killing in world war . she treats the diary as her
best
friend, and in it reveals her longing for
a normal life and close
contact with nature,
which helps her get through the days.
Comprehending---It helps students further
understand the text by doing
multiple choices, questions and answers, and
matching.
Learning about language---It teaches
the important expressions and
structures and grammar: direct and indirect
speeches.
Using language---The two letters,
listening, questionnaire design, letter
writing and fun writing prepares students to
further
talk about
friendship, especially the problems with
misunderstanding, and unfriendliness, thus
strengthening students’ abilities to practice
language, discover, and
solve problems.
Summing up---It summarizes the
whole contents of this unit from the
aspects of topics, vocabulary and grammar.
Learning tip--- This part encourages students
to form the habit of writing
a
diary.
Integrating skills--- The text
introduces the way Hawaiians express
friendship, to get students to realize the
cultural
differences in
the values of friendship in addition
its importance in all cultures.
2) Making
of the teaching plan
This unit centers on
friends and friendship, exploring different types
of
friendship with particular attention to
that one can develop with
oneself,
i.e.,
the comfort and support one seeks from an
imaginary friend.
Students are expected to
come to be truly aware of the qualities and
conducts that make a good friend, display and
develop the ability to
cope with
misunderstanding, conflicts and problems related
to
friendship, and give advice on it. The
concept that even an ordinary
thing can be a
friend should break down the traditional belief in
the
interpersonal nature of friendship.
Also, the comparison of similarities
dissimilarities in friendship comprehension
between the East and the
West leads students
to know better the values of friendship in
Westerns’
eyes. All in all, this unit
promises to unveil the true essence of friendship
and helps students to lead a more friendly and
harmonious life.
Thus, based on the theme,
contents and teaching objectives, the
whole
teaching procedures can fall into five periods
as follows:
Period 1 Warming up and speaking
Period 2 Reading
Period 3 Grammar
Period 4 Integrating skills (WB)
Period 5
Using language
3. Teaching plans for each
period
Period 1 Warming-up and Speaking
1. Teaching objectives:
1) Target language
I (don’t) think…… I (don’t) think so.
I (don’t) agree.
I believe……
That’s correct. In my opinion, ……
2)
Ability goals
a. Describe your friends in
English
b. Figure out the problems between
friends and then find different
ways to solve
the problems.
3) Learning ability goals
a.
To encourage students to think and talk about
friends and
friendship by using some phrases
and structures.
b. To learn to solve problems
that may occur between friends.
c. To
cultivate the students to form the good habit of
learning English
in Senior Middle School.
2. Teaching important points:
a.
b.
Use the given adjectives and sentence
structures to describe
one of your friends.
Learn to evaluate friends and friendship.
3. Teaching difficult points:
a. Work
together with partners and describe one of your
good
b.
friends.
Discuss
with partners and find out ways to solve the
problems.
4. Teaching methods
a. Task-
based teaching and learning
b. Cooperative
learning
c. Discussion
5. Teaching
aids:
CAI
6. Teaching procedures and
ways:
Step 1 Lead-in and Warming-up
Before the lesson, the teacher can arouse the
students’ interests by
showing a video of Auld
Lang Syne .
At the beginning of the first
class, we can get the students to talk
about
their summer holidays. The students can talk
freely as they
like.
1. How did you spend
your summer holidays? How did you
feel? What
did you do in your summer holidays? What did
you do in your spare time?
2. What do you
think of our new school? Do you like it? Could
you say something about it?
3. Do you like
making friends? How do get in touch with your
friends? Do you have many friends? Where are
they now?
Do you have any old friends in our
school? Have you made
any new friends in our
class?
Step 2 Think it over
1. Give a
brief description of one of your friends. The
following
phrases and structures may be
helpful:
HisHer name is ……
He She is ……
years old.
He She likes …… and dislikes ……
He She enjoys …… and hates……
He She is
very kindfriendly……
When Where we got to know
each other.
2. What types of friendship do you
have? Please tick them out.
Then fill in the
blanks.
girl friends boy friends
pen friends
long -distance friends
friends of the same age
e-friends
(friends over the internet) friends across
generations
unusual friends like animals,
books……
1).______ is are most important to
you.
2). You spend most of your free time
with ____.
3). You will share your secrets
with _____.
4). When in trouble, you will
first turn to _____.
Step 3 Make a
survey
1. List some qualities of a good friend
or your ideal friend. Have the
students get
into groups of four to find out what each has
listed.
Tell your partner your standards of
good friends by using the following
structure:
I think a good friend should (not) be……
In
my opinion, a good friend is someone who……
1. Have a member of each group report on what
their lists have in
common and list them on
the board.
2. Ask the class whether or not
they agree with all the qualities listed.
3.
Then have the students do the survey in the
textbook.
4. Have the students score their
survey according to the scoring sheet
on page
8.
5. The teacher ask some students how many
points they got for the
survey and assess
their values of friendship:
★ 4~7 points: You
are not a good friend. You either neglect your
friend’s needs or just do what heshe wants you
to do. You should think
more about what a good
friend needs to do.
★ 8~12 points: You are a
good friend but you sometimes let your
friendship become too important, or you fail
to show enough concern
for your friend’s needs
and feelings. Try to strike a balance between
your friend’s needs and your own
responsibilities.
★ 13+ points: You are an
excellent friend who recognizes that to be a
good friend you need balance your needs and
your friend’s. Well done.
(You may also show
your students the results above and let themselves
self-reflect upon their own values of
friendship)
Step 4 Talking and sharing(
work in pairs)
1. If your best friend does
something wrong, what will you do?
Try to use
the following phrases:
I (don’t) think……
I (don’t) think so.
I (don’t) agree.
I believe……
That’s correct. In
my opinion, ……
What to do
2. What is a friend?
A British
newspaper once offered a prize for the best
definition(定义) of
a friend. If you were the
editior, choose the best one from the following
entries(条目), and explain why.
One who
understands my silence.
A friend in need is a
friend indeed.
Friends are just the people who
share your happiness and sorrow.
When you look
at your watch at 4 am, but still know you can call
them and wake them up, and they’ll still want
to talk to you ,that’s
friendship.
To
have a friend, you need to be a good friend.
Step 5 Group work (output)
The teacher
can give each group one of these questions below
to talk
about. Then let the class share their
ideas. It’s better to stimulate the
students
to express their own opinions about these
questions.
1. Do you think it is a good idea
to borrow money from your friend?
Why and Why
not?
reasons
2. What factors may cause the breakdown
of a good friendship?
can be your special
friend besides human beings? And why?
Step 6 homework
1. Write down a short
passage about your ideas the factorsyour
unusual friends.
2. Prepare for the new
lesson.
Period 2 Reading “Anne’s Best
Friend”
1. Teaching objectives:
1) To
develop the students’ reading ability, learn to
use some reading
strategies such as guessing,
key sentences, skimming and so on;
2). To get
the students to realize the importance of friends
and
friendship, and to tell true friends from
false friends;
3). To grasp some useful words
and expressions in this passage, such as
on
purpose, be crazy about etc.;
4). To learn the
writing style of this passage.
2.
Teaching method: Task-based teaching
3).
Teaching procedure:
Step -reading
1.
Please enjoy three pieces of music and find out
what they are about.
2 .Why do you think
friends are important to you?
3. What do you
think a good friend should be like? List the good
qualities a good friend should have .
4.
Have you ever considered making friends with
animals, plants or
even an object? Why or why
not?
Step g
1. Try to guess
what Anne’s friend is and what the passage is
about by
reading the title and having a quick
at the pictures in this passage
without
reading it.
2. Skimming the first two
paragraphs to confirm your guessing.
1) What
was Anne’s best friend? Why did she make friends
with it?
2) Did she have any other true
friends then? Why?
3) What is the difference
between Anne’s diary and those of most
people?
4) Do you keep a diary? What do you think most
people set down in
their diaries?
5) We
are going to read one of Anne’s diaries .but
before reading ,can
you tell me what the diary
is about with the help of one key sentence in
the 2nd paragraph?
3. Reading of Anne’s
diary
How she felt in the hiding place
Two
examples to show her feelings then
Step
-reading
would you miss most if you went into
hiding like Anne and her
family? Give your
reasons.
work
Work in groups to decide
what you would do if your family were going
to
be killed just because they did something the
Emperor did not like.
Where would you plan
to hide?
How would you arrange to get food
given to you every day?
What would you do
to pass the time?
------
3.
Discovering useful words and expressions
Complete the following sentences, using
words and expressions from
Reading
1) She
has grown _______ about computer games.
2) Was
it an accident or did David do it on _______?
3) From the beginning ,Paul made it clear that
he would be ______ (完全
地)in control.
4) He
used to work _______ even in the middle of winter.
5) Just the _______ of more food made her feel
sick.
6) You had better have a _________ talk
with him.
7) Born in a poor family, the
manager _________ lots of hardships in his
childhood.
8) A diary is often kept to
________ what happens in people’s daily lives.
Step g about friends and friendship
are many proverbs about friends and friendship.
Choose the
one you agree with and explain why,
then choose one you disagree
with and explain
why.
A friend in need is a friend indeed.
Friends are like wine; the older, the better.
A friend to all is a friend to none.
The
same man cannot be both friend and
flatterer(
阿谀奉承者
).
False friends are
worse than open enemies.
Walking with a friend
in the dark is better than walking alone in the
light.
2. We have talked about friends and
friendship today, can you write
one or two
sentences to express your understanding of friends
and
friendship.
Step rk:
1.
Interview a high school student, a businessman, a
police officer and a
housewife to find out
their opinions about friends and friendship. Write
a
report to share it with the whole
class.
2. Describe one of your best friends
following the writing style of this
passage.
Ending: Let’s sing this song about friends
together
Period3 Grammar
Direct &
Indirect Speech
I Statements & Questions
1．
Teaching objectives
Learn to use
direct speech and indirect speech
2.
Teaching important point
Summarize the
rules of Direct Speech and Indirect Speech.
3.
Teaching difficult point
Learn about the
special cases in which the tenses shouldn’t be
changed.
4.
Teaching methods
Discussing, summarizing and practicing.
5.
Teaching procedures
Step1 Lead in
T:Good
morning, class. In the last lesson, we learned
Anne’s story. Now
she is telling her stories
to two of her friends—you and Tom. Tom has
something wrong with his ears,so you have to
repeat Anne’s sentences,
Sometimes you need to
explain Tom’s sentences to the class. Look at
the blackboard.
“I have to stay in the
hiding place.” said Anne. →
T:What did Anne
say ?As we know , Tom has something wrong with his
ears,so you have to repeat Anne’s sentence.
Ok,first of all, let’s translate the
sentence into Chinese.安妮说：“我不得
不呆在躲藏处。”What did
Anne say ? yes , 安妮说她不得不呆在躲藏处。Ok,
now let’s
translate the Chinese sentence into English again.
Anne said she had to stay in the hiding
place.
Then Tom asked Anne a question,
“Do
you feel sad when you are not able to go
outdoors?” Tom asked
Anne. T:What did Tom ask
?Please explain Tom’s sentence .Well, just like
before, let’s change the sentence into Chinese
again. 汤姆问安妮：“你
无法出门时你感到难过吗？”What did Tom ask
Anne ? Yes, 汤姆问安妮她无
法出门时是否感到难过。Now let’s change
the sentence into English once
again.
Tom asked Anne ifwhether she felt sad when she
was not able to go outdoors.
Look at the
blackboard. Anne said another sentence,
“I
don’t want to set down a series of facts in a
diary,” said Anne.→
T: What did Anne say ?
Mary , please answer this question.
……
Well done! Excellent!
Anne said that she
didn’t want to set down a series of facts in a
diary.
“What do you call your diary?” Tom
asked Anne. →
T: What did Tom ask ? Jack,
please explain Tom’s question.
……
Quite
right .
Tom asked Anne what she called her
diary.
Please go on this tipic by yourselves.
Step2 Grammar
T: Now let’s look at these
sentences again. We call what Anne said and
what Tom asked Anne Direct Speech,and what you
repeated Anne’s
sentences and what you
explained Tom’s sentences Indirect Speech.
If
we want to change Direct Speech into Indirect
Speech, what should
be changed?
(Ss
discuss by themselves.)
T: Kitty, please…….
You did a very good job. We should change the
sentence structures, tenses, pronouns,
adverbials of time and place
and verbs.
T:Now open your book,turn to page are the
rules.
Direct Speech and
Indirect Speech
At first, let’s look at
what direct speech is and what indirect speech
is .
In direct speech the original
speaker’s exact words are given and
indicated
by quotation marks.
For example: Mr. Black
said, “I’m busy.”
In indirect speech the
exact meaning of the speakers words is given,
but the exact words are not directly quoted.
For example: Mr. Black said that he was busy.
From this example we can say indirect speech
can be seen as an
objective clause. We
learned it at Junior Middle School. Yes?
So
how to convert direct speech into indirect ’s
learn this
grammar according to the kinds of
sentences
Above all, let’s learn how to change
it if the direct speech is a
look at your
book.
ents
陈述句
直接引语如果是陈述句，变为间接引语时， 用连词that引导（that在口
语中常省略）
，从句中的人称、时态、指示代词、时间状语、地点状语等要作相
应变化。在这一方面，汉语和英语有许
多相似之处，因此，在做直接引语和间接
引语转换练习时，要特别注意句子的意义。
Now please pay attention to the following
three points.
The first point: Change of
person pronouns人称的变化
Eg. a) He said, “I like
it very much.”
He said that he liked it very
much.
b) He said to me,” I’ve left my book in
your room.”
He told me that he had left his
book in my room.
About this point,I give you a
meaningful expression to help you to
remember.
“一主二宾三不变”
说明： 直接引语改为间接引语时
，第一人称代词和物主代词必须与主句中的主
语的人称一致，在数上不发生变化。第二人称代词和物主代
词变化时，必须随主
句中的宾语，如果没有宾语可以加个宾语（如me或us）.而第三人称代词和物<
br>主代词在变为间接引语时一律不变。
Eg. “一主”： HeIYou said
to Rose, “I can help them.”
HeIYou told Rose
that heIyou could help them.
“二宾”： He said to
hermeyou, “You can help them.”
He said to
herme you that she Iyou could help
them.
“三不变”： He said to Rose, “SheHe ?they could
help them.”
He told Rose that shehe they
could help them.
The second point: Change of
tenses.时态的变化
Look at your book,page 88.
时态的变化 如主句的谓语动词是一般过去时，直接引语变间接引语时，从句的
谓语动词在时
态方面要做相应的变化。如主句的谓语动词是现在时，从句的时态
无需变化。
Please
look at the form. (见课本88页)
About this point,
please focus on the following six points.
注意：
1）直接引语转换为间接引语时，总的原则是向过去推一个时态。
2）过去完成时表示“过去之过去”，不需要变化。
3）当直接引语是客观真理时，不受时间的限制，因此也不需要变化。
4）当主句谓语动词为一般现在时时，直接引语变间接引语时态不变。
5）如果在当时转述别人的话，now, today, yesterday, tomorrow
等时间状
语不必改变。
6）时态保持不变的情况：
①主句谓语动词为现在时或将来时，间接引语中的动词可保持原来时态。如：
He
says,” I had a good time last night.”
He
says he had a good time he night before.
She
will say,” I have done my best in the work.”
She will say she has done her best in the
work.
②主句为过去进行时过去完成时不变。如：
“American
Indians had already been in America by that time,”
the historian said.
The historian
said American Indians had already been in
Amderica by that time.
③间接引语中动词所表示的情况说话时仍继续进行或存在，其时态可以不变。如：
“I am
eight ,” the boy said.
The boy said that he
is eight.(现在还是8岁)
④直接引语中若有具体的过去某年、某月、某日作状语，变为间接引语时，时态
不变。如：
I said,”I was born in March, 1977.”
I
said I was born in March , 1977.
⑤直接引语表达的是习惯性动作、客观事实或科学真理时，变为间接引语时，时
态不变。如：
“The moon moves around the earth,” the
astronomer said.
The astronomer said the moon
moves around the earth.
The third point：
Change of demonstrative pronouns, adverbials of
time
and place and
verbs.指示代词、时间状语、地点状语和
动词的变化
Please look
at the form at page 88.(见课本表格)
Give your
attention on this next point:
如果在当地转述，here不必改为there, come也不必改为go,刚才在第二
中我们也知道了，如果在当时或当天转述，todayyesterdaytomorrow
等状语也不必变化。
Eg. She said to us,”I’ll come
here tomorrow.”
She told us she would
come here tomorrow.
T: We’ve just learned how
to convert direct statements into indirect
statements. So do you know how to change
direct questions into
indirect
questions.
Now please look at your book. Page 89. Here are
the rules.
ons
疑问句
直接引语如果是疑问句，变为间接引
语时，要把疑问句语序变为
陈述句语序（主语在谓语的前面），句末用句号，主语的人称、时态
和状语也要作相应的变化。
1)Yes-or-no question 一般疑问句：直接引语如果
是一般疑问句，变为间接引
语时，谓语动词是say或said时，要改为ask或asked,
原问句变成由连词if(或
whether)引导的宾语从句。没有间接宾语的，可以根据情况加上。
Eg. “Do you think a diary can become your
friend ?” the writer says.
The writher asks
us if we think a diary can become our friend .
He said,”Are you interested in English?”
-He asked (me) if I was interested in
English.
2) Wh- questions 特殊疑问句：直接引语如果
是特殊疑问句，变为间接引语，
仍用原来的疑问词引导。
Eg. “What do you
want ?”he asked me .
He asked me what
I wanted.
“When did you go to bed last
night?” Father said to Anne.
Father asked
Anne when she went to bed the night before.
If you want to master this grammar well, you’d
better memorize the
witty remarks.
记忆要诀：陈述句和疑问句中直接引语变间接引语方法
1.直接引语是陈述句变间接引语方法
去掉引号加“that”,人称变化要灵活，时态向后退一步，状语变化背表格。
2.直接引语是一般疑问句变间接引语方法
去掉引号加if或whether,陈述语序要记住，时态、人称和状语，小心变化别
马虎。
3.直接引语是特殊疑问句变间接引语方法
直接引语去引号，陈述语序莫忘掉。小心助动词，去它最重要。
Well,
these are the rules of direct and indirect speech
about
statements and questions. Now let’s
practise it .
Step3 practice
T: Turn to
Page 5. Please change the following direct speech
into
indirect speech and indirect into direct.
Step4 Correcting mistakes
T analyses
the common mistakes Ss have made during the
practice.
T: Check out the answer.
Keys:
1. Anne said she didn’t know the address of
her new home.
2. Anne told her father she had
got tired of looking at nature
through dirty
curtains and dusty windows.
3. The girl said
that she needed to pack up her things in the
suitcase very quickly.
4. Her father asked
her why she had chosen her diary and old
letters.
5. “Are you very hot with so many
clothes on?” Mother asked.
6. “ What else have
you hidden under her overcoat ?” Margot
asked
her.
7. “When will we go back home?” Anne
asked her father.
8.“Why did you talk so much
to this boy ?” Father asked Anne.
Step5 A
game
Play a guessing game “who is my secret
friend?” One student comes to
the front with
his partner.
The rest students ask him some
questions while his partner changes
them into
indirect speech. In the end,ask two of the persons
who have
guessed the right answer can come to
the front to take the place of the
first two
the game goes on.
Suggested sentences:
Can your friend speak?
What does
heshe wear today?
Is heshe tall or short?
What do you and your friend do in your free
time?
Do you quarrel with each other?...
Step6 Homework
Do Exercise1 on Page 42.
Here is another page of Anne’s diary. Read it
through and then use indirect speech to retell
the story.
Period 4
integrating skills “Friendship in Hawaii”
1. Teaching objectives:
To learn about
ways of showing friendship in Hawaii and share
their
opinions on friendship. Because it is a
lesson of integrating skills, Ss are
also
asked to write sentences on friendship.
2. Teaching procedures:
Step1 Lead-in
1. Talk about different ways of showing
friendship of minority groups
in China.
2.
Compare Chinese ways of showing friendship with
Western ways.
And discuss why there is a big
difference. Therefore, show the
sentence:
Every culture has its own ways to show friendship.
3. Ask students if they can think of any place
in the world where
Chinese and Western
cultures live side by side. They may think of
Hongkong, Macao, Singapore. And the teacher
will add one more
-------Hawaii.
Step2 Fast reading
1. It is said that
Hawaii is a place where the East truly meets the
west.
Consider how people show their
friendship in Hawaii.
Show a picture and
find the information from the textbook. ( by
giving “leis” to one another.)
Explain
what is a “lei”.
2. Read fast and find out
more ways to show friendship in Hawaii to
fill in the form.
3. According
to the form, ask them to consider what friendship
is in
Hawaiians.
Step 3 Careful
reading
1. Read the 2
nd
paragraph
carefully and ask “Why do many
different
peoples call Hawaii their home?”
( Hawaii is a
place where people make one big community from
many smaller communities. It means Hawaii has
a rich cultural
diversity.)
Step 4
Writing task
1. Show proverbs about friends
and friendship. Explain them and
ask Ss to
choose some they agree with and some they disagree
with and explain why.
2. Discuss with
their partner and try to write some similar
sentences
to show their opinions on
friendship.
Step 5 Homework
Surf
the Internet to collect materials like poems,
stories about
friendship. And share them with
your friends.
Period 5 Listening &
Writing
1. Teaching objectives
To practise
students’ listening ability.
To practise
students’ writing skills of how to offer advice.
To improve students’ ability to help others
solve problems.
2. Teaching procedure
(Analysis: Listening and writing are expansion
of the topic of the text.
Listening is about
Lisa’s problem of making a friend with a boy. She
asks
Miss Wang for advice. Through listening
and exercise, students learn
how to give
advice and the skill of giving advice. And also
let them
think about the problem of boy’s
making friends with girls and girls with
boys.
And then design a task to ask students to give
advice according
to the different
problems to practise their ability to solve the
problems.
All of these lay the foundation for
the next task writing. In this way,
students
feel that they have information to put out. And
writing makes
for the improvement of students’
writing ability, strengthening their
comprehension of friendship.)
Step 1
Lead-in
Do you remember what Ann’s best friend
is?
Is it a man or a thing?
Have you seen
the film Cast Away?
When Tom is alone on a
deserted island, what does he make friends
with? ( a volleyball)
Guess what my best
friend is? (Say sth. about music, pets or plants.)
So you see a man can make friends with anyone
and anything.
Then boys, would you like to
make friends with girls? Girls, would you like
to make friends with boys?
What kind of
girl would you like to make friends with? And what
kind of
boy would you like to make friends
with?
If you see a boy classmate makes a
friend with a girl, will you say
something
about them behind?
(If no, say you are kind.
If yes, say you are a gossiper.)
If you are
that boygirl, would you like to be gossiped about?
But here Lisa has such a problem. Read the
letter. Lisa is asking you for
help. What
advice will you give? You are given 2 minutes to
discuss in
groups and then offer group’s
opinions.
Step 2 Listening
Besides
you Lisa also asks Miss Wang of Radio for
Teenagers for help.
What advice does Miss Wang
give to Lisa? Let’s listen to what she says.
Listen for 3 times and do listening exercises.
Step 3 Post-listening
Do you
think Miss Wang’s advice is helpful?
Now
suppose you are editors of Radio for Teenagers,
here are some
problems for you to offer
advice.
(Give each group a problem and ask
them to write down their advice.)
1. I don’t
have enough pocket money.
2. I’m not satisfied
with my appearance.
3. My desk mate has lost a
reference book, shehe thinks that I’m a
thief.
4. I work hard but I hardly make progress.
5. I want to travel to WuZhen Town with my
fiends this weekend, but my
parents don’t
allow me to go.
6. I don’t like the way Mr. Li
teaches us English, so I’m not interested in
English any longer.
7. My mother has just
given birth to my little brother. I’m worried that
the baby will rob me of my parents’ love and
even everything.
8. I quarreled with my best
friend 3 days ago. Up to now, we haven’t
said
a word to each other.
9. I’d like to be
monitor, but at the same time I doubt whether I
have
such ability.
10. I’m often late for
school. The teacher is so angry that he threatens
that if I’m late again, I will be dismissed.
Step 4 Writing
Your advice is good
and helpful. All of you are qualified editors. Now
I
have just received a letter from a lonely
boy. Read the letter, what is his
problem?
What is your advice for him? Write a reply.
Step 5 Homework
Write a story
about you and your friend.