(共22张PPT)
外研版必修
第一册
Unit 4
Period 2
Grammar & Vocabulary
教学目
Lead-in
1
2
To master the features and functions of attributive clauses with relative pronouns by analysis;
To use attributive clauses with relative pronouns correctly;
To share your opinions about friendship with your classmates.
3
目标一: To master the features and functions of attributive clauses with relative pronouns by analysis.
Activity 1: Look at the sentences from the reading passage and answer the questions.
a We can... stay in touch with the people that we want to remain friends with.
b The digital age also enables us to find people who share our interests...
1. What does “that” refer to in sentence (a)
2. What does “who” refer to in sentence (b)
1 “That” refers to “the people” in sentence (a).
2 “Who” refers to “people” in sentence (b).
Compare them with the following sentences and answer the questions.
a We can... stay in touch with the people that we want to remain friends with.
b The digital age also enables us to find people who share our interests...
c We can...stay in touch with people. We want to remain friends with them.
d The digital age also enables us to find people. These people share our interests...
3. What is the difference between the two groups of sentences
4.Why does the author choose to use sentences (a) and (b) in the reading passage
5.What words are used to introduce attributive clauses
What do they refer to
3.Sentences (a) and (b) both contain a clause defining (定义) a noun in each sentence. Sentences (c) and (d) are each constructed with a pair of simple sentences, with one defining a noun that appears in the other sentence in each pair.
4.Because there is a closer link and connection between “people” and the clause defining it in sentences (a) and (b). It also makes the passage clearer, and creates an emphatic(强调的) effect on the people or things being defined.
5.Other words used to introduce attributive clauses include “which”, “whom” and “whose”. They can refer to an object or a thing, a person as the object of an action and the relationship of belonging.
Can you tell what attributive clause is
Attributive clause is a clause that usually modifies a noun or noun phrase and is introduced by a relative pronoun (which, that, who, whom, whose), a relative adverb (where, when, why), or a zero relative.
Activity 2: Find more sentences with restrictive relative clauses from the text on page 38~39. Analyse the use of relative pronouns and give some examples.
1.What if ...was writing letters that took ages to be delivered
2.We can ... stay in touch with the people that we want to remain friends with.
3.All you need is a wi-fi connection.
4.The digital age also enables us to find people who share our interests…
5.Whatever our hobbies, the Internet can connect us with others who also enjoy doing them...
6.People tend to post only positive updates that make them appear happy and friendly.
7.Although technology has changed the way we acquire friends,the meaning of…
Answers:
1.that指人时，相当于who或whom；指物时，相当于which。在定语从句中作主语或宾语，作宾语时可省略。
The woman(that) I read about in the newspaper has just won a gold medal.
我在报纸上读过那位妇女的相关报道，她刚刚夺得一枚金牌。
The report (that) Mr.Turner handed in was about the motor race.
特纳先生递交的报告是关于摩托车比赛的。
2.who指人，在从句中作主语或宾语，作宾语时可省略。
The man who is talking with my father is a teacher.
正在和我父亲说话的那个人是个教师。
The girl (who) I met yesterday was his sister.
我昨天见到的那个女孩是他的妹妹。
3.whose既可指人，也可指物。其后接名词，与先行词构成从属关系，在从句中作定语。
This is the scientist whose name is known all over the country.
这就是那位闻名全国的科学家。
Nobody wants the house whose roof has fallen in.
没有人想要这个屋顶已坍塌的房子。
4.which只指物，不指人，可作主语或宾语，作宾语时可省略。
Guilin is a city which has a history of 2,000 years.
桂林是一个有2000年历史的城市。
The young man was very happy to get back the gold ring (which) he had lost on the train.
那个年轻人找回了在火车上丢失的金戒指，非常高兴。
5.whom指人，在从句中作宾语，常可省略，不能作主语。
The boy (whom) the teacher often praises is their monitor.
老师经常表扬的那个男孩是他们的班长。
(1)关系代词whom在口语或非正式文体中常可用who来代替。
The boy(who/whom/that) we saw yesterday was John's brother.
昨天我们看到的那个男孩是约翰的哥哥。
(2)在从句中作介词的宾语且直接跟在介词后时，用whom, 不用who。
He is a man from whom we are all ready to learn.
他是我们大家都愿意学习的人。
教学目
Attention
Activity 3: Analyse the the following sentences and conclude the special use of relative pronouns of “that” and “which”.
一、 The use of relative pronoun “that”
1.All that can be done has been done.
2.This is the most delicious food that I have ever had.
3.Chatting was the only thing that interested her most.
4.She took photographs of the things and people that she was interested in.
5.Who is the person that is standing at the gate
6.Shanghai is no longer the city that it used to be.
Answers：
以下情况用关系代词“that”：
1.当先行词为all，everything，nothing，anything，little，
much等不定代词或先行词被这些词修饰时；
2.当先行词是序数词、形容词最高级或先行词被序数词
或形容词最高级修饰时；
3.当先行词被the only，the very，the last修饰时；
4.当先行词既指人，又指物时；
5.当主语是以who或which开头的疑问句时，为避免重复
而用that；
6.当先行词在定语从句中作表语时。
二、The use of relative pronoun “which”
1.This is the room in which he lives.
2.Tom came back, which made us very happy.
3.Let me show you the novel that I borrowed from the library which was newly open.
Answers：
以下情况用关系代词“which”；
1.在定语从句中作介词的宾语，且介词位于关系代词前时；
2.引导非限制性定语从句时；
3.在限制性定语从句中，如果有两个定语从句，其中前一句的关系代词是that，那么后一句的关系代词就要用which。
目标二: To use attributive clauses with relative pronouns correctly.
Activity 1: Rewrite the underlined sentences with that, which, who, whom or whose.
Lucy is my friend. She has a hearing problem. When she first came to my school, she seemed lonely, but we soon became friends. At first it was difficult to communicate with her. So I learnt a new language. It allows me to “speak” with my hands.
Lucy is a smart girl. Her ideas are always inspiring. I sometimes have problems. I can't solve them. When this happens, I always ask Lucy for help. Lucy is a good listener. I enjoy sharing moments of my life with her.
1.Lucy is my friend who/that has a hearing problem.
2.So I learnt a new language which/that allows me to “speak” with my hands.
3.Lucy is a smart girl whose ideas are always inspiring.
4.I sometimes have problems (that/which) I can’t solve.
5.Lucy is a good listener (whom/who/that) I enjoy sharing moments of my life with.
Activity 2: Complete the online forum post with that, which, who, whom or whose.
Walking group welcomes new members!
Walk and Talk is a group 1 __________ meets every Sunday. It is free to join. Walk and Talk is perfect for anyone 2 _______ weekends need some excitement. We are all teenagers 3 _______ love walking and making new friends.
We want you to join us! The next walk 4 _________ is open to new members is on 22 July. You can also bring your friends. However, anyone 5___________ you bring must be over 12 years old.
Come along and join the fun!
that/which
whose
who/that
which/that
whom/who
目标三: To share your opinions about friendship with your classmates.
Activity 1: Read the recipe and work out the meaning of the words in bold.
Like any good soup,
this won’t fail to make you smile when you’re feeling down.
All you need to get started is a box of love.
Pour it into a pot and mix it with five grams of smiles.
Next, add:
two cups of trust,
one spoon of encouragement,
three spoons of helpfulness,
three cups of good conversation,
one pack of similar interests,
one glass of comfort,
two drops of patience,
one bag of passion,
one piece of generosity,
… and a slice of humour!
Activity 2: Match the words in the box to the dictionary entries.
trust, encouragement, helpfulness, comfort, patience, passion, generosity, humour.
__________ noun [U] an act of being kind, especially by giving things to others
__________ noun [U] a strong feeling of love or interest
__________ noun [U] a feeling that shows you believe that someone is honest and fair
__________ noun [U] a quality that offers help to others
__________ noun [U] words or actions that make people feel better
__________ noun [U] the quality of being funny and understanding funny situations
__________ noun [U] words or actions that give someone support and hope
__________ noun [U] the ability to wait without becoming anxious or angry
generosity
trust
passion
helpfulness
comfort
humour
encouragement
patience
Activity 3: Work in pairs. Talk about the keywords of your “Friendship soup” and create your own e up with more words if you can.
ability能力，ambition抱负，attraction爱慕，bravery勇敢的行为，carefulness细心，confidence信心，cooperation协作，creativity创造力，dedication奉献，diligence勤勉，discipline 纪律，duty 责任，energy活力，enterprise进取心，frankness直率，independence独立，intelligence 智慧，kindness好意，logic逻辑，modesty谦逊，objectiveness客观，optimism乐观，perseverance 坚持不懈，politeness 礼貌，punctuality守时，responsibility责任，selflessness无私，support支持，sincerity真诚，steadiness踏实，tirelessness孜孜不倦
1. Can you tell us the function of relative pronouns in a sentence
2. What is attributive clause Give us some examples.(共20张PPT)
外研版必修
第一册
Unit 4
Period 5
Writing & Presenting ideas
教学目
Lead-in
视频：Surprise ending named after O.Henry
1
2
To get the main idea of the story and find out the specific information about the settings and characters in the story;
To write an ending to the story;
To express your own idea about friendship.
3
目标一: To get the main idea of the story and find out the specific information about the settings and characters in the story.
Activity 1: Read the story quickly and find out what it is about.
It mainly talks about what happened after another 20 years, when Bob was let out of prison.
Activity 2: Read Bob's story after he was released from jail and answer the questions.
1 How did Bob feel when he finally got out of jail
Bob felt lost and helpless.
2 What kind of ending is this More than one description may be suitable.
A happy ending.
A sad ending.
A surprise ending.
An open ending.
√
√
3 Do you like this ending Give your reasons.
Yes. This ending is quite unexpected, but understandable and logical. We can see Jimmy’s care for his old friend and sense their deep friendship, which is touching and appealing.
Activity 3: Read the ending in Activity 1 again. Find the expressions that describe.
settings
characters
actions
Learning to learn
To bring your story to life, describe the settings and characters.
Settings: time, location and descriptions of the environment or surroundings help your readers picture the scene. For example,The street was long and dark, and there was no one around...
Characters: introducing characters means describing both appearance and personality.
For example, He was a tall man with curly brown hair. She always seemed happy and friendly. Characters’ actions, or their behaviours, not only tell your readers what kind of people they are, but also drive the plot forward and create a particular atmosphere.
Expressions that describe settings: out of jail, cold wind, cold, dark night
Expressions that describe characters: now 58, lost and helpless, a young man, a familiar-looking man in his thirties, doubtfully
Expressions that describe actions: stepping out of, smiled bitterly, heard, turned around, was surprised to find, replied, unfolded, shaking, finished reading, shouted in surprise, smiled
Activity 1: Come up with your own ending to Jimmy and Bob’s story, twenty years after Bob was arrested. Answer the questions to help you.
目标二: To write an ending to the story.
1.What type of ending will it be
2.Do you want to introduce other characters in the ending If so, who are they
3.Where will the ending take place
4.What has happened to Bob and Jimmy over the past twenty years
5.How will the story end
Activity 2: Write your own ending. Then share your ending with the class.
It was a cold winter night when Bob came out of jail. After twenty years behind bars, he felt like a stranger to the city and everyone in it. Lost and helpless, he didn’t know where to go or whom to go to. A year after he had been arrested, his wife had left him and taken their daughter with her. Former good friends had cut all contact with him.
“Is there anyone here who still thinks of me ” he wondered bitterly. Recalling the night twenty years earlier that had completely changed his life, he wandered blindly through the streets. In the dim light of a street lamp, he noticed an old man sitting on a bench. “Another lonely man, just like me,” he thought to himself.
Sample:
“Bob,” the old man looked up. Although twenty years had passed, he could still recognize that face—Jimmy's face. “I’m here for our meeting, though I don't know if you still want it. Anyway, welcome home, buddy!”
“Long time no see,” murmured Bob, his voice trembling. The uncertainty was gone. He now had a home.
Activity 1: Read the two points of view about friendship. Decide which one you agree with.
目标三：To express your own idea about friendship.
Activity 2: Think of reasons to support your opinion and make notes.
Activity 3: Team up with a group with the opposite opinion and hold a debate. Use the expressions below to help you.
Useful expressions:
In my opinion,...
I’m sorry, but I don’t agree because...
I see your point, but...
That’s a good point, but...
The process of a debate
Ⅰ.The First Stage (Present the view)
(1)Argument: The first defender of both sides
present their views.They will be allowed 2 minutes each.
(2)Argument: (Present the view further)
The second defender of both sides present their views in 2 minutes.
Ⅱ.The Second Stage (Questioning)
(1)The third defender of the For Side asks a question, any defender of the Against Side answers the question (only one person).
(2) The third defender of the Against Side asks a question, any defender of the For Side answers the question (only one person).
(3) One minute for asking, two minutes for answering.
Ⅲ.The Third Stage (Free debate-5 minutes)
Both sides make a statement in turn 5 minutes in all.
Ⅳ.The Fourth Stage (Conclusion-2 minutes per team)
(The first defenders of both sides make conclusions in 4 minutes .)
Reflection
1 2 3
talk about friendship
make suggestions using less direct language
write an ending to a story
give your point of view with logical reasoning and supporting facts
appreciate and understand the values of friendship
1 After completing this unit, I can rate my performance 1 (excellent), 2 (good) or 3 (in need of improvement).
2 I’ve learnt to make use of the following words and expressions:
______________________________________________________________________________________________________________________
___________________________________________________________
3 I still need to improve:
___________________________________________________________
___________________________________________________________
1 What is an ending to a story included
2 Share your own point of view about friendship to your classmates.(共24张PPT)
外研版必修
第一册
Unit 4
Period 4
Reading
教学目
Lead-in
视频：After twenty years
1
2
To get information of the story to understand the elements of a novel and O. Henry endings, analyze the characteristics of main characters;
To think of a possible ending to the story and find evidence to support your ideas, voice your opinions when friendship meets law.
目标一: To get information of the story to understand the elements of a novel and O. Henry endings, analyze the characteristics of main characters
Activity 1: Read the short introduction to O. Henry and answer the questions.
William Sydney Porter (1862-1910), whose pen name was O. Henry, was a world-famous American short story writer. In his stories, he often focused on the everyday life of ordinary people in New York City at that time. His stories are best known for their surprise endings.
1.Have you read any stories by O. Henry
Share one with the class.
2.Do you like stories with surprise endings
Why or why not
1 Yes, I have. I have read The Gift of the Magi. It’s a love story of a poor couple, who sacrifice themselves for each other. It’s really moving.
2 Yes, I do. Because I think a surprise ending is more attractive and beyond expectation. That’s really cool.
Activity 2: Look at the title and the picture below. Predict the content of the story.
Activity 3: Read the passage and find out why the man is standing outside the shop.
Because he is waiting for his friend Jimmy.
Activity 4: Read the story quickly and get the key information to fill in the table. Then summarize the three elements of a novel.
when
where
who
what
The three elements of a novel:
settings
characters
plots
On a cold,dark night
Outside a shop in New York
A man,a policeman, Jimmy
A man is waiting for his friend Jimmy after twenty years as their agreement.
Activity 5: Read the story again and answer the following questions.
1. What is the policeman doing when he happens to see the man
2. Why did the man and his friend separate twenty years ago
3. What agreement did they make at that time
4. In the man’s eyes, how was his friend Jimmy Wells
5. What has the man experienced in the West in the past twenty years How about Jimmy How do you know that
1 He is devoted to his work.
2 Because the man wanted to to make money in the wast.
3 They agreed that they would meet there again exactly twenty years from that date and time, no matter what their conditions might be or from what distance they might have to go.
4 In his eyes, his friend is reliable and trustworthy.
5 He must have experienced some bad things.
The sentence “he has a scar on his face” and “I kept hustling around over it pretty lively” in paragraph 3 can tell us.
The man:
Jimmy:
The policeman:
adventurous, brave, ambitious, experienced some bad things
stubborn, conservative, the truest and staunchest
devoted to his work, the symbol of duty, justice and law
Activity 6: Work in groups to summarize the characteristics of the characters in the story.
Activity 7: Work in groups.Act out the whole story.
1 Think about what happened in each of the three scenes, using the information you have already read in the story. Retell the whole story.
Scene 1:
Bob dining with Jimmy at “Big Joe” Brady’s twenty years ago
Scene 2:
Bob making his fortune in the west
Scene 3:
Bob and Jimmy meeting again after twenty years
The story is about two friends named Bob and Jimmy. Twenty years ago,...
2 Choose a character to play and decide what you will say and do.
3 Act out the whole story.
The story is about two friends named Bob and Jimmy. Twenty years ago, Bob and Jimmy had a dinner together at “Big Joe” Brady’s. They made an agreement that they would meet at this place again exactly twenty years from that date and time. Bob worked very hard in the west, which was a pretty big proposition. However, Bob made his fortune illegally and became a criminal at large. Twenty years later, they met again at the appointed place. Jimmy recognized that Bob was the man wanted in Chicago. However, he couldn’t arrest his best friend by himself. He asked his colleague to do so.
Sample：
Activity 8: Find the important words, phrases, and language points you want to share their usage to your partner. Discuss in groups and then share with the class.
1. He and I were raised here in New York…
我们在纽约被抚养长大...
【知识链接】 raise v. 【一词多义】
(1)collect , obtain :筹措 （金钱）筹集；
(2)bring up :养育，饲养；
(3)move upward , increase :举起，提高；
(4)cause to appear :引起，唤起，提出
1.上周我们学校举办了一个大型义卖会为残疾人筹款。
2.他年轻时在西部养过牛。
3.他提出了一个重要的问题。
Last week our school had a big fair in order to raise money for the disabled.
He raised cattle in the west when he was young.
He raised an important question.
【知识链接】
fortune (n) ：luck，chance，wealth 运气；命运；大笔财产
fortunate adj 运气好的，幸运的 fortunately adv 幸运地
try one’s fortune 碰运气
bring good fortune 带来好运
seek one’s fortune 寻找出路
make a fortune 发财，挣大钱
1.These two brothers decided to go to America to ___________________.
这两兄弟决定去美国碰碰运气。
2. _____________ (fortune), a young man who was just passing by came up to the injured.
幸运的是，一个刚好路过的年轻人前来帮助伤者。
try their fortune
Fortunately
2. I was to start for the West to make my fortune.
我打算前往西部去谋生。
【知识链接】
work out ：(1)develop in a specified way; turn out 成功发展
(2)train the body by heavy physical exercise 锻炼
(3)be capable of being solved; find the answer to sth.能够解决
1.我经常锻炼保持健康。
2. 我花了很多时间才找到导致这种状况的原因。
I work out regularly to keep fit.
It took me some time to work out what was causing this.
3. each of us ought to have our destiny worked out ..
我们每个人命运已然…
strike : v 【一词多义】
(1)to produce a flame when rubbed against a rough surface
(2) to hit sb/sth hard or with force
(3)to happen suddenly and have a harmful effect on sb/sth
(4)to come into sb's mind suddenly
(5)to give sb a particular impression
【知识链接】
点燃
击打，打
袭击
突然想起
打动
1.被他鼓舞人心的话所打动，我决定和他合作。
2.在我眼里，她是一个非常干练的人。
I was struck by his inspiring words, so I decided to cooperate with him.
She strikes me as a very efficient person.
4.When you struck the match to light your cigar I saw it was the face ….
当我看到你擦亮火柴，点燃香烟，我看到了……
Activity 1: Work in groups. Think of a possible ending to “After Twenty Years” and find evidence to support your ideas. Using the following questions to help you.
目标二: To think of a possible ending to the story and find evidence to support your ideas, voice your opinions when friendship meets law.
1.Did Jimmy come to meet his friend
2.What has Jimmy experienced over the past twenty years
3.What might happen between the policeman and the man
1 Yes, I think so, because Bob said Jimmy was always the truest, staunchest old chap in the world.
No, Jimmy didn’t come, because Bob said Jimmy would meet him if he was alive. We know it was only 20 years since they had met last time and Jimmy then was only 40 years old. However, Bob started to think about whether he was still alive, which means Jimmy’s job might be dangerous. Besides, O. Henry likes surprise endings, so I guess Jimmy didn’t come at all.
2 I think Jimmy became a VIP in New York and made great contributions to this city. He was very happy and enjoyed himself a lot in New York. Because Jimmy thought New York was the only place on earth, which means he must feel very satisfied with this place and love this place.
3 I guess the policeman will arrest Bob. You can see the picture, which is dark and depressing. This picture makes me nervous. I think something bad will happen soon.
Now read the note from the original ending and find out what actually happened.
Bob, I was at the appointed place on time. When you struck the match to light your cigar I saw it was the face of the man wanted in Chicago.Somehow I couldn't do it myself, so I went around and got a plain clothes man to do the job.
JIMMY
Activity 2: Think and share.
1 What does the note tell you about the ending of the story
2 How do you think Bob would react when he read the note
3 Do you think that Jimmy did the right thing Why or why not
4 Do you like this ending Give your reasons.
1 Jimmy was the policeman. He turned up as they agreed twenty years earlier, but he decided to fulfil (履行) his duty and have Bob arrested.
2 He might be shocked and angry, because he was wanted by Chicago police, which means he must be cunning(狡猾的) enough to escape from Chicago to New York. But now he was “betrayed”(背叛) by his best friend, so I think he would be shocked and angry.
3 In my opinion, Jimmy did the right thing, because Jimmy was a policeman after all, whose duty was to protect the security (安全) of the whole society. Bob was his best friend, so he didn’t arrest Bob by himself to avoid embarrassment and leave Bob his last dignity (尊严).
4 Yes, I do. Because it’s quite out of my imagination and expectation. It’s a big surprise. Besides, this ending gives readers a huge space to imagine what Jimmy’s life has been like during the past 20 years. So I like it very much.
No, I don’t. Because it’s quite illogical (不符合逻辑的) and ridiculous (荒唐的). In my opinion, they hadn’t seen each other for 20 years. How could Jimmy tell the guy wanted must be Bob You know, there are always someone looking like others in this world, especially after so many years. Couldn’t Jimmy ask Bob a few questions before making that decision They are friends. He should give Bob a chance to explain.
1 Retell the story.
2 What are the elements of a novel (共13张PPT)
外研版必修
第一册
Unit 4
Period 3
Listening and Speaking
教学目
Lead-in
Did you know
◎The word “friend” comes from the Old English word “freond”, meaning “the loved one”.
◎According to a study from Yale University and the University of California at San Diego in 2014, good friends are often genetically similar. In fact, good friends can share up to 1% of the same genes—as much as we might share with our great-great-great grandparents!
1
2
To get the main idea of the conversation and the structure of giving suggestions;
To give suggestions to solve a problem between friends.
目标一: To get the main idea of the conversation and the structure of giving suggestions
Activity 1: Read the following six sentences, and predict what happened among these three friends.
Andy and Clara thought about postponing their trip.
Matt broke his leg.
Andy and Clara agreed on a plan.
Matt called Clara.
Andy, Clara and Matt decided to go to London.
Andy and Clara made a cardboard version of Matt.
Activity 2: Listen to the conversation and number the events in the correct order.
Andy and Clara thought about postponing their trip.
Matt broke his leg.
Andy and Clara agreed on a plan.
Matt called Clara.
Andy, Clara and Matt decided to go to London.
Andy and Clara made a cardboard version of Matt.
4
2
5
3
1
6
Activity 3: Listen again and complete the table.
Suggestion Comment
We could send him 1_________of the places we visit. That might make him 2_______________.
How about sending him 3____________ from every place we visit They may 4 _________ to arrive.
How about having a(n) 5_________with him at different places They aren’t 6_________in some places.
We can print Matt’s photo on a 7_________ cardboard cutout and take photos with it everywhere we go. It will feel like he’s there with us and Matt will 8_______at the photos.
photos
feel even worse
funny postcards
take days
video chat
allowed
life-sized
laugh
Activity 4: Now talk about how Andy and Clara give suggestions. Listen again if necessary.
Learning to learn
When you make a suggestion, use less direct language than you would to make a statement or give an order. This makes it clear to the other person that you are giving them a choice. For example, you can begin with expressions such as Why don’t we … How about… or use a past tense to distance yourself from the suggestion: I was wondering whether…
1. Why don’t we wait until he’s better
2. Let’s think about ways to cheer him up.
3. We could send him photos of the places we visit.
4. How about sending him funny postcards from every place we visit
5. Why don’t we take Matt with us
6. We can print Matt’s photo on a life-sized cardboard cutout.
Activity 1: Work in pairs. Act out the conversation to solve a problem between friends.
目标二: To give suggestions to solve a problem between friends.
Student A: Turn to Page 82.
Student A
One of your friends has been avoiding you all week. He/She doesn’t talk to you and refuses to text or phone you back. Ask Student B for suggestions and give comments on them.
Useful expressions
Can you help me with...
I’d like your advice about...
What can I do to...
Do you think I should...
Maybe, but...
That might work.
Student B
Student A has a problem and needs your help. Find out what the problem is and give him/her some suggestions as to how to solve it.
Useful expressions
You should...
How about...
Perhaps you could...
It might be a good/bad idea to...
Why don’t you...
Student B: Turn to Page 85.
Sample:
Grace: Hi, Jane. You look upset these days. What’s wrong
Jane: Hi, Grace. Oh, you have an eagle eye. You know Lucy is my good friend. She has been avoiding me all week. I don’t know what to do
Grace: Why don’t you write a letter to her. You can tell her how much you value your friendship with her and share your feelings at the moment.
Jane: I think it’s a good idea. However, it takes ages to make it delivered.
Grace: How about writing an email. It’s fast and convenient.
Jane: Maybe Lucy will miss it if she doesn’t check her email box. Can you help me to check it You know Lucy well, right
Grace: Fine.
Activity 2: Work in pairs. Think about a problem that has come up between you and your friends and have a similar conversation.
Situation 1:
Your best friend, Peter, has been transferred to a new school. He feels very upset, because he can’t adapt himself to the new class quickly.
Situation 2:
Your good friend, Grace, has always been in bad mood recently. She tends to lose her temper easily, which has affected her normal study and life.
1 Retell Andy, Clara and Matt’s story.
2 Share a story about how you help your friend(s) solve a problem (共26张PPT)
外研版必修
第一册
Unit 4
Period 1
Starting out & Understanding ideas (I)
教学目
Lead-in
视频：Auld Lang Syne
1
2
3
To get familiar with the topic by listening and reading the poems;
To understand the text, get the author’s purpose in writing the passage;
To understand the meaning of expressions in the context, analyze the structures and internal logic of the argumentative essay.
目标一: To get familiar with the topic by listening and reading the poems
Activity 1: Listen and read the poem. Answer the questions.
1 What is the poem about
2 Who would you send this poem to and why Tell the class about him/her.
1 Friendship
2 Your own ideas.
Activity 2: Watch the video in the Lead in and answer the questions.
1 Which poem is mentioned in the video
2 What idea does the poem mainly express
3 What other poems do you know on the same topic
1 Auld Lang Syne is mentioned in the video.
2 It mainly reminds people to remember and value old friendships.
3 Your own ideas.
Activity 1: Look at the questions about friendship and tick your answers.
目标二: To understand the text, get the author’s purpose in writing the passage.
1 How do you prefer to make friends
□ Joining a club to meet people who share the same interests.
□ Using a social app.
□ Through other friends.
□ Posting a “friends wanted” notice online.
□ Taking part in community activities.
2 How do you prefer to communicate with friends every day
□ Talking face to face.
□ Using social networking apps.
□ Writing letters.
□ Writing emails.
□ Telephoning each other.
3 How do you stay in touch with faraway friends
□ Using social networking apps.
□ Writing letters.
□ Writing emails.
□ Telephoning.
□ Visiting friends whenever possible.
Find out the most popular answers in your group.
Share your group's result with the class.
Activity 2: Read the passage quickly and find out the main idea of each paragraph.
Para.1
Para.2
Para.3
Paras 4~7
Para.8
A Today it's easy to keep in touch with friends.
B We should take an unprejudiced attitude to online friendship.
C It's difficult to judge whether it is a true friend online.
D Technology has changed the way of making friends.
E Today it's easy to find friends who share our interests.
Activity 3: Read the passage and find out the author’s opinions about online friendship.
But this doesn’t mean that we should throw the baby out with the bathwater.
Activity 4: Read the passage carefully and finish the following tasks.
Task 1: Read paragraph 1-3 and answer the questions.
1 Why does the author ask questions in paragraph 1
2 How does the digital age benefit us
3 What does “they” in the last sentence of Paragraph 3 refer to
A. People moving to a new town.
B. People on the other side of the world.
C. People with the same hobbies with us.
D. People moving around the world.
1 To introduce the topic.
2 We can move around the world and still stay in touch with the people that we want to remain friends with. Social media tools let us see what our friends are up to and maintain friendships. The digital age also enable us to find people who share our interests.
3 B
Task 2: Read paragraph 4-7 and answer the questions.
1. How can we judge if online friendship is real
2. The sentence “On the Internet, nobody knows you're a dog.” means_____
A. It's difficult to know about true personal information on the Internet.
B. On the Internet people often offer false personal information.
C. People like to make fun of one another on the Internet.
D. It is necessary to dress up as a dog when surfing the Internet.
1 The real friend online always exchange true personal information online.
2 A
Task 3: Read paragraph 8 and find out the meaning of the sentence, try to translate it into Chinese.
“ this doesn’t mean that we should throw the baby out with the bathwater.”
We shouldn't throw something valuable away with something unwanted. Although technology has changed the way we acquire friends, the meaning of friendship and our longing for friends remain the same.
这并不意味着我们应该因噎废食、弃沙抛金。
Activity 5: Choose the author's purpose in writing the passage.
To prove that making friends was easier in the past.
To illustrate how it is better to make friends online.
To persuade people to abandon traditional ways of making friends.
To discuss the advantages and disadvantages of making friends online.
Activity 6: Complete the diagrams with expressions from the passage.
People lost track of their friends after 1___________________.
The only way to stay in touch was 2_____________.
It’s easy to 3___________________
with social media tools.
Online, people can easily
make new friends with those
who 4_________________.
Past
Present
maintain friendships
writing letters
share their interests
moving to a new town
Ways of making friends
It can be real if people
5_________________
__________ online.
It might not be real because
social media doesn’t present
6______________________, and people tend to 7_____________________.
exchange true personal information
Online friendship: real or not
post only positive updates
the whole truth about a person
Activity 7: Critical thinking
1 Do you think social media is beneficial to making friends
2 How to keep safe in chatting online
1 Yes, I think so. We can come across some people with similar interests on social media. At the same time, we can keep in touch with friends with the help of social media.
2 Keep our personal information such as name, address, telephone number and pictures secret.
外研版必修
第一册
Unit 4
Period 1
Starting out & Understanding ideas (II)
目标三:To understand the meaning of expressions in the context, analyze the structures and internal logic of the argumentative essay
Activity 1: Find the important words, phrases, and language points you want to share their usage to your partner. Discuss in groups and then share with the class.
1. How would you feel if moving to a new town mean losing track of your friend
如果搬到一个新的城镇意味着有朋友失去联系，你会做何感受？
keep/lose track of: to have/ not have information about what is happening or where sb/sth is 了解/不了解…的动态；与… 保持/失去联系
track: [n] 踪迹
[v] to follow or find someone or something by looking for evidence that shows where they have gone. 追踪
Eg:
1) It is important to keep track of current affairs.
2) modern methods of tracking polar bear populations
2 What if the only way of getting news from faraway friends was writing letters
如果从远方的朋友那里得到消息的唯一途径就是写信会怎么样
What if: what would happen if 要是…怎么样？
What about: used to make a suggestion=how about 怎么样？
____________they talked a long time about a painting that you weren’t that interested in
要是长时间谈论一幅你不那么感兴趣的画会怎么样？
_____________having lunch at that new restaurant
去那家新餐厅吃中午饭怎么样
What if
What about
3. We stay in touch with the people that we want to remain friends with.
和那些我们想要保持朋友关系的人保持联系。
stay/keep/be in touch with sb 和某人保持联系（状态）
get in touch with sb 和某人保持联系（动作）
lose touch with sb 和某人失去联系（动作）
be out of touch with sb 和某人失去联系（状态）
Even when the two girls went to different colleges at the age of 18, they ________________through email and still stay best friends.
kept in touch
4.Social media tools let us see what our friends are up to and maintain friendships.
社交工具使我们了解到朋友们在忙些什么并使我们维持友谊。
be up to: (informal) to be occupied or busy with 忙于做某事
be up to还有“从事，忙于；到……为止；达到；胜任；取决于”等意思。
Eg:
1)—What shall we do tonight then —It’s up to you, whatever you want.
2) I can take up to four people in my car.
3) John was fired because he wasn’t up to his work.
4) Social Media tools let us see what our friends are up to...
5) She continued to care for her father up to the time of his recovery.
5.As Aristotle said, no one would choose to live without friends, even if he had all other goods.
正如亚里士多德所说：没有人会选择没有朋友的生活，哪怕他拥有了其他财富。
as sb. say/says/said, 意为“正如某人所说” 。
该句中As Aristotle said为非限定性定语从句，其中as指代后面的主句。
As Chairman Mao said, he who does not reach the Great Wall is not a true man.
Activity 2:Analyze the passage structure.
structure
Lead-in(para1)
Agreement(para2-3)
Disagreement(para4-7)
Author's opinion(para8)
1 Can you share your opinion about making friends online
2 Do you catch the usage of the words and phrases from the passage
