(共19张PPT)
Unit 1
Lesson 2
How Do We Like Teachers’ Feedback
新 课 导 入
Let’s talk
What are these pictures
These pictures are all related to “feedback”.
课 堂 学 习
Pre-listening
Group Work. How do you feel when you receive teachers’ feedback Talk about your experiences and opinions. Use the phrases below to help you.
1
to go bright red to depend on personal preference
to be handled carefully to get upset
to feel hurt/ashamed/discouraged to feel encouraged/more confident
positive/negative feedback direct/indirect feedback
Suggested Answers:
When I was a junior secondary school student, I always got negative feedback from my physical teacher. It hurt my confidence badly.
Listening
Listen for Understanding
Understanding the Speaker’s Attitude
Speakers may use different words to express their attitude.
Pay attention to the words and expressions to show the speaker’s attitude, e.g. don’t like, hate, don’t mind, like, it depends on, shouldn’t get upset, etc.
Listen to the speaker’s tone of voice. Do they sound upset
Skill Builder
Three students are interviewed about their English teachers’ feedback for a campus radio programme. Listen and complete the information in the table.
2
How the interviewee’s teacher gives feedback Types of feedback Students’ reactions /feelings
Student 1 usually points out our _________ in front of the ___________
mistakes
whole class
Negative
feel quite hurt
lose confidence
1.3
Student 2 talks to us ________________ ________________where our problems are and how we can improve gives us an opportunity to _____________________about anything we don’t understand
Student 3 gives very _________________such as “good, excellent, well done” doesn’t ___________ my mistakes and give suggestions
face to face
tells us exactly
raise further questions
general comments
point out
Positive
Direct
helpful
Indirect
not enough
Group Work
3
1. Act out the interview in groups of four. Use the notes in Activity 2 to help you.
2. How many types of feedback have you noted down Sort them into different categories, e.g. positive and negative. Think of more feedback if you can.
Positive and negative feedback
General and specific feedback
Direct and indirect feedback
Complete the summary with the words from the listening.
4
Matt Dickson interviewed three students about their feelings of English teachers’ 1. __________. The first student thinks his teacher’s feedback is negative and makes him lose 2. ___________. But he understands her 3. _____________. The second student thinks the feedback from her teacher is more 4. ____________ even though it is more 5. ___________ for her teacher.
feedback
confidence
intention
effective
demanding
She can raise 6. __________ questions about anything she doesn’t understand. The third student thinks his teacher often gives very general 7. __________. But he wants to know where his 8. __________ and weaknesses are. He thinks feedback should be 9. __________. For example, the teacher can 10. ____________ his mistakes and say things like “You need to work on the past 11. ________.”
further
comments
strengths
specific
highlight
tenses
Focus on Function: Exchange Opinions
Listen to the conversation between two professors about giving teachers’ feedback to students. Find out their opinions and reasons.
5
Opinions Reasons
Professor Smith
Professor Jones
Try to give feedback in a less direct manner.
Understand some students’ feelings about direct feedback.
Negative feedback might hurt students’ confidence and interest in learning.
It is best to point out students’ problem directly.
Students need to get used to tough comments when they don’t do good work.
1.4
6
Listen and plete the Talk Builder.
Exchanging Opinions
1. ____ it is best to point out students’ problems directly.
2. Also, ____ they should realise that any feedback isn’t personal.
3. ____ you about that, but to be more helpful...
4. ____. Perhaps I should try that.
A. I see your point
B. I believe
C. I can agree with
D. I think
B
D
C
A
1.4
1. I feel / I (strongly) believe…
2. My opinion is…
3. Personally speaking, …
4. Speaking for myself, …
5. For me / From my point of view, …
6. As far as I know / I’m concerned, …
8. I’m sure that…
That’s good point, but……
7. To be honest…
Expressions of exchanging opinions
You could be right, but
I see your point, but
I share your ideas
I understand what you are saying, but…
I can agree with
Speak
7
Group Work. Choose three teachers who teach different subjects. Tell them what you liked about the feedback you have received from the past, and how you would like to receive their feedback in the future.
Key points
ashamed adj. 惭愧，羞愧，尴尬；因惭愧而不情愿
[归纳拓展]
be ashamed of sb./sth. 为某人/某事感到羞愧
be ashamed to do sth. 因惭愧而不情愿做某事
be ashamed that... 因……感到惭愧/内疚
[即学即练] 单句语法填空
1. We are often ashamed ______ our shortcomings, our mistakes and our failures. Remember, you are only human.
2. Tom was ashamed _________ (tell) his mother that he had failed the exam again.
of
to tell
preference n. 喜爱，偏爱；优惠，优待
n.偏爱的事物，最喜爱的东西
[归纳拓展]
have a preference for... 偏爱……
in preference to... 优先于……；而不是……
give (a) preference to... 给……以优惠；优待......
[即学即练] 单句语法填空
1. As for diet, Monica chooses vegetables and fruit _____________ any kind of meat.
2. For sustainable development, the government has decided to _________________ to those energy-saving and environment-friendly businesses in many aspects.
in preference to
give(a) preference
Can you say more sentences about exchanging opinions (共11张PPT)
Unit 1
Viewing Workshop
Remember to Say Thank You
新 课 导 入
Let’s talk
Do you often say “Thank you” in your life
课 堂 学 习
How do you feel when
a. you are praised for something you have done well.
b. someone says “Thank you.” for something you have done for them.
Suggested Answers:
I like it when people praise me for something I’ve done well. It makes me happy and I feel proud of myself. I feel better when people say “Thank you.” to me when I do something for them. If they don’t say anything, sometimes I get annoyed.
View and Learn
Watch Part 1 of the video, and answer the questions below.
1. Why did Laura become interested in this topic
2. What question did she ask
3. What did she decide to do in order to find answers to her question
She had some personal experiences. She noticed that when she was growing up, and until about recently, she would want to say “Thank you.” to someone, and she would want to praise them, she would want to take in their praise of her but she would just stop it.
“Am I the only one who does this ”
She decided to investigate into it in order to find the answer.
Read the examples Laura has given. Then watch Part 2 of the video. Number them in the order that you hear.
( ) A gentleman, married for 25 years, is longing to hear his wife say “thank you”, but won't ask.
( ) Someone who was facing life and death in a rehab facility told Laura that his core wound was his father died without telling he was proud of him.
( ) She knows a woman, who once a week, meets with her husband and says, “I’d really like you to thank me for all these things I did in the house and with the kids.”
( ) A friend of Laura, April, thanks her children for doing their chores.
2
1
3
4
Do you have similar examples to share
Why don’t we ask for the things we need Watch the rest of the video and note down the questions Laura asked and tick (√) the reasons she gave.
1 _________________________________
2 _________________________________
3 Why can I say, “I would take my steak medium rare, I need size six shoe”…
I don’t want to feel insecure.
I don’t want others to know that I need help.
I worry that you could neglect me.
I felt shy and embarrassed.
I don’t what to give you critical data …
√
√
√
√
Why was I blocking it
Why were other people blocking it
Express yourself
Group Work. What have you learnt from this talk
1. Think about a person you want to give your praise to and say “Thank you”. Think of a way to express it genuinely.
2. Think about what you want other people to thank you for. How would you ask for it
Thank you for lending me your notes last week. I am very grateful. I wouldn’t pass the exam without them.
I want my parents to thank me when I help at home. I would say “Mum, Dad, when I do things without being asked, could you please say ‘Thank you.’to me ”
5
What do you think the magic words “thank you” can give you (共14张PPT)
Unit 6
Writing Workshop
An Invitation Letter
新 课 导 入
Let’s talk
1. What is an invitation
It is a written or spoken request to come somewhere or do something.
2. How to write an invitation letter
A formal invitation letter may use either the third person or first person “we” with the place and date spelt out (if necessary). The wording and tone should be formal rather conversational.
课 堂 学 习
Get ready for writing
Imagine you are going to organise an English Drama Competition in your school or an English Poem Recitation in your class. You need to write an email to invite your foreign teacher to be a judge. Discuss with your partner.
1. What type of information will you include in your invitation email
2. What language style will you use in your email, formal or informal
Purpose, time, place, background, rules, expectations, special instructions, greetings…
Formal.
Read the email to Mr Jenson from Zhao Zheng, President of the Student Union.
2
1. What types of information have been included in the email
explanation of requirement / responsibility
purpose for writing
current request / expectation
ending the email
background information of the event
2. What has been said specifically in each aspect
Explanation of requirement: to listen to all the speeches and judge on their pronunciation, clarity and fluency, and come to a decision who comes first, second and third.
Purpose for writing: to judge the final competition.
Current request: to attend a short meeting and discuss the details with other judges.
Ending the email: to hope he can come.
Background information of the event: to run a school-wide public speaking competition
Focus on Structure and Language
Read the email again. Choose and complete the information for each paragraph. Pick out some useful expressions for each aspect.
3
Explanation of requirements / responsibility
Purpose of writing
Current requests / expectation
Ending the email
Background information of the event
Para. 1 _______________________________
Para. 2 ________________________________
Purpose of writing
I am writing on behalf of…
I am writing to ask whether…
Background information of the event
Since… we’ve already had …
Now we have …
The topic of the final speech is…
Students have to …
Para. 3 _______________________________
Para. 4 ________________________________
Para. 5 ________________________________
Explanation of requirements/responsibility
You would be responsible for…
You will discuss …and come to a decision…
Current requests / expectation
Would you have time to …
Ending the email
I sincerely hope you can come.
If you have any questions, please do let me know.
Write 2-3 sentences for your invitation email. Use the Sentence Builder to help you.
4
Sentence Builder
Formal Expressions
I am writing on behalf of the school’s Student Union.
You would be responsible for listening to all the speeches.
Would you have time to attend a short meeting
I sincerely hope you can come.
If you have any questions, please do let me know.
Pre-writing
I am writing on behalf of the students in my class/school.
I am writing to you in the hope that …
We should be grateful if you could …
We should be very pleased to welcome you here and to invite you to …
You would be responsible for judging the school event.
If you have any questions, please do let me know.
I look forward to your early reply.
I look forward to hearing from you and I do hope …
Outlining Complete the outline of your invitation based on Activity 3.
Compose Your Writing
5
Explanation of requirements / responsibility
Purpose of writing
Current requests / expectation
Background information of the event
Ending the email
While-writing
6
Drafting Use your outline and the Writing Help to write your first draft.
Writing an Invitation Letter
It’s important to:
use formal language in your invitation letter;
clearly state why you want to invite the person and what you want him / her to do;
write in the first person;
end your invitation politely.
Writing Help
Editing Edit your email in pairs. Then share what you have written in class.
7
Does the writer clearly state the reason why he / she is writing the invitation letter
Does the writer clearly explain what he / she wants the person to do
Does the writer use formal language
Is the invitation letter written in the first person
Post-writing
Now can you conclude how to write an invitation letter (共21张PPT)
Unit 1
Lesson 1 Teachers
Grammar
新 课 导 入
Let’s talk
Can you tell the difference between the following two sentences
I have worked in that factory since 1949.
I had worked in that factory before 1949.
自1949年以来，我就在这工作。
1949年以前，我就在这工作。
课 堂 学 习
Grammar
The Past Perfect Tense
过去完成时
一. 定义
过去完成时表示过去某一时间以前已经完成的动作或存在的状态，它表示动作发生的时间是“过去的过去”，侧重事情的结果。
二. 形式
1. 过去完成时的肯定句：
主语＋had＋过去分词＋其他
2. 过去完成时的否定句：
主语＋had＋not＋过去分词＋其他
3. 过去完成时的一般疑问句：
Had＋主语＋过去分词＋其他？
回答方式：Yes，主语＋had.
No，主语＋had＋not.
4. 过去完成时的特殊疑问句：
特殊疑问词+had＋主语＋过去分词＋其他？
三. 用法
1．表示较早的过去，即某一时刻之前已完成的动作或状态。
例句：
After we had landed，the plane was searched thoroughly.
我们降落后，飞机被彻底搜查了一遍。
When she heard that her father had died in the accident, she burst out crying.
当她听说她父亲在那次事故中丧生时便大哭起来。
2．用于间接引语，过去完成时的作用有时完全相当于现在完成时的过去形式，在间接引语中多有这种情况。
例句：
Helen said (that) she had moved to another flat.
海伦说她已搬到另一间公寓去了。
He said he had been there before.
他说他以前去过那里。
3．用于宾语从句，过去完成时表示一个过去的动作先于另一个过去动作的用法，多见于宾语从句。一般来说，主句中用了know(知道)，realize(意识到)，think(认为)，suppose(猜想)，guess(推测)，find(找到)，discover(发现)，decide(决定)，remember(记起)，forget(忘记)等动词的一般过去时，如果宾语从句中的动作先于主句的动作，通常用过去完成时。
例句：
We realized we had lost our wallet.
我们意识到我们的钱包丢了。
I didn’t think to ask her if she had passed her examination.
我没有想问她是否考试及格了。
4．强调过去动作的完成
例句：
I began collecting stamps in February and by November I had collected more than 2,000．
我从2月份开始集邮，到11月已收集到2000多枚。
By six o’clock they had worked for 8 hours.
到6点钟他们已经工作了8小时。
5．用于虚拟语气
(1)过去完成时的这一用法，常见于以 if only，would that等引导的感叹句。
例句：
If only we had listened to their advice!
我们要是听了他们的意见就好了！
If only you had worked with greater care!
你要是更仔细一些该多好！
Would that we had seen her before she died.
要是在她去世之前我们能见她一面该有多好。
(2)过去完成时的这一用法还见于构成虚拟语气的条件从句和I wish…(我希望……)，I’d rather…(我宁愿……)后的that从句。
例句：
I’d rather you hadn’t been present.
我宁愿你当时不在场。
If I had asked for directions，I wouldn’t have gotten lost.
如果我问一下路，我就不会迷失方向了。
6．表示过去未曾实现的希望、打算和意图，过去完成时表示过去未曾实现的希望、打算或意图，只适用于下列动词：expect(期待)，hope(希望)，intend(打算)，mean(打算)，suppose(料想)，think(认为)，want(想要)等。
例句：
We had hoped that you would be able to visit us.
我们原本希望你会来拜访我们。
I had meant to take a good holiday this year，but I was not able to leave.
我本打算今年好好去度假，只是脱不开身。
7．与过去完成时连用的时间状语可以是already(已经)，yet(仍然)，still(还)，just(刚刚)，hardly...when(刚……就)，scarcely…before(刚……就)，ever(曾经)，never(从来没有)等，也可以是by(不迟于)，before(在……之前)，until(直到)，as soon as (一……就) 等引导的词组或从句。
例句：
The game had hardly/scarcely/barely begun when it started raining.
比赛刚刚开始就下起雨来。
By Tuesday he hadn’t done it.
到星期二他还没有做完。
随堂练
1．John, a friend of mine, who got married only last week, spent $3,000 more than he ____________ (plan) for the wedding.
2．I was giving a talk to a large group of people, the same talk I ___________(give) to half a dozen other groups.
3．Father _________ (leave) for London on business upon my arrival, so I didn’t see him.
had planned
had given
had left
Read the sentences. Which action happened before the other in each sentence
7
1. Before Mr Jenkins taught me, science had simply been a subject full of strange words to me.
“Science had simply been a subject full of strange words to me” happened before “Before Mr Jenkins taught me”.
2. Graham was very difficult before he came into my class. I had heard stories about his bad behaviour.
3. I knew I had chosen a job with a lot of stress.
“I had heard stories about his bad behaviour” happened before “Graham was very difficult before he came into my class”.
“I had chosen a job with a lot of stress” happened before “I knew”.
Read the sentences in Activity 7 again. Decide which tense is used to talk about.
8
a. an event in the past
b. an event that happened earlier, before the other past event in the story
simple past tense
past perfect tense
Choose the sentence that best describes each picture.
9
a The film began when they arrived
at the cinema.
b The film had begun when they
arrived at the cinema.
a The police arrested the man who was
breaking into a jewellery shop.
b The police arrested the man who had
broken into a jewellery shop.
Provide an explanation for the situations, using the cues and the past perfect tense. Then add another possible explanation.
10
Example:
The whole class cheered for John. (John/win an award)
The whole class cheered for John because he had won an award.
The whole class cheered for John because he had run the fastest on Sports Day.
1. My car broke down on the way to the beach (it / run out of petrol)
2. The dog hid under the sofa. (it / eat the family’s dinner)
My car broke down on the way to the beach because it had run out of petrol.
My car broke down on the way to the beach because it had hit a stone halfway.
The dog hid under the sofa because it had ate the family’s dinner.
The dog hid under the sofa when it had been scared.
3. A car crashed into a tree. (driver / fall asleep)
4. The Smiths went on a round-the-world trip. (Mr Smith / get a pay rise)
A car crashed into a tree because the driver had fallen asleep.
A car crashed into a tree because it had broken down.
The Smiths went on a round-the-world trip because Mr Smith had got a pay rise.
The Smiths went on a round-the-world trip because Mr Smith had got a promotion.
Now can you correctly tell the usage of the past perfect tense (共21张PPT)
Unit 1
Reading Clubs & Check Your Progress
新 课 导 入
How to face peer pressure effectively
课 堂 学 习
◆ Reading Club 1 Peer Pressure
General Understanding
1
What is peer pressure and how does it affect people
Peer pressure can happen when we are influenced to do something we would not usually do because we want to be accepted by our peers.
It can influence how people dress, how they talk, what music they listen to, what attitudes they adopt and how they behave.
What suggestions does the writer give to avoid peer pressure
The most important thing is to build up self-confidence, so that it is easier to say “No” to the peer group. Students can do this by choosing their friends wisely: It’s a good idea for teens to surround themselves with positive role models.
2
Critical Thinking
What attitude does the writer have towards peer pressure How do you know
3
The writer thinks that peer pressure is harmful and we should fight peer pressure, because at the end of the text, the writer says that if we give in to peer pressure, the result will be negative. However, if we stop and think about the consequences, we might make a different decision.
4
What is your opinion about the writer’s suggestions on how to avoid peer pressure What might be the challenges
I think the ideas the writer suggests are good. We should choose friends who accept us and won’t try to change us. However, sometimes our classmates try to pressure us into doing things and it can be embarrassing to say “No”. And we are afraid that we might be left out and the sense of belonging to our group.
◆ Reading Club 2 Extroverts and Introverts
Read the descriptions below and identify your personality.
Personality Quiz
You love parties, going out and enjoying yourself. You always try to have a good time and don’t take life too seriously.
You are quite energetic and you are interested in everything.
You have quite a lot of friends, but most of them say you were really quiet and serious when they first met you.
You don’t care what people think. You like to do things in your way.
Personality Quiz
You like to be in control: You plan everything very carefully, and you don’t like too much change in your life.
You seem to know exactly what your aims are.
You are a serious person and people don’t realise that when they first meet you.
You have high standards. Your friends think you are a person with principles.
Read the text. Are these statements true (T) or false (F) according to the text
1
General Understanding
1. Extroverts prefer to be surrounded by people rather than be on their own. ( )
2. Introverts don’t think carefully before they do things. ( )
3. Scientists agree that extroverts are born with this personality trait. ( )
4. Introverts tend to be happier than extroverts. ( )
T
F
F
F
Critical Thinking
2
Do you agree with the writer’s opinion that attitudes towards introverts and extroverts vary in different cultures Why
Yes. I agree with the writer’s opinion. Because the environment, for example, the geographical features like an island or a vast country, has influences on people’s lifestyles and certain personality traits are more valued in our culture than in another.
3
What might be the reasons that people who live on islands tend to be more introverted
Maybe the people who live on islands are more isolated from other people and cultures. And they depends more on themselves.
◆ Check Your Progress
1
On Teacher’s Day, Li Zhen gave a short speech for the school radio station about her science plete her speech using the words and phrases below.
practical experiment handled on behalf of
acid constantly engaging worthwhile
Today I would like to speak about my science teacher Ms Zhang. I have been her students for two years. Ms Zhang’s lessons are always so 1__________. She uses lots of 2___________examples to show us how things happen, which makes the lessons extremely to show us how things happen, which makes the lessons extremely interesting.
engaging
practical
practical experiment handled on behalf of
acid constantly engaging worthwhile
She is also very patient. I remember once we were conducting a(an) 3____________ and I accidentally dropped some 4___________ on the floor. Instead of being angry, Ms Zhang 5___________ it so well by staying calm and helping me clean it up. She is 6___________ working hard to share her love of science with us and I hope she knows that all of her efforts are 7___________. Here, 8____________ my classmates and myself, I would like to say to Ms Zhang, “Happy Teacher’s Day!”
experiment
acid
handled
constantly
worthwhile
on behalf of
2
Ms Zhang told a story about one of her plete her story using the correct form of the verbs in brackets.
I’d like to share with you a story of a student.
It happened early on a Friday morning. Tina, a sixteen-year-old girl, 1_________ (come) to school as usual. But when she entered the classroom, she 2__________ (find) her teacher on the floor, unconscious. Tina phoned the emergency services and told them what she 3_____________ (just see). A doctor from the Ambulance Service 4__________(tell) Tina that he 5___________(send) an ambulance, but in the meantime she should look for a needle with insulin in the teacher’s bag.
came
found
had just seen
told
had sent
Having found the needle, Tina did what the doctor 6_________(tell) her—to inject her teacher in the leg. And because she 7_________(do) everything she could before the ambulance 8_________(arrive), her teacher was saved.
She 9_________(not tell) anyone what 10_____________(happen). Thanks to Tina’s quick response and calmness, her teacher was fine, so that she can stand here and share this story with you. You’re right—I am the teacher!
had told
had done
arrived
didn’t tell
had happened
3
Chen Yang also spoke on the school radio about her experience with her English plete her speech by choosing the correct options.
English was never my favourite subject until I joined Mr Wu’s class. I lacked 1 confidence/confident and speaking English in front of others made me feel 2 stressed/impacted. I failed an English exam last year and felt so 3 attained/ashamed. From then on, I 4 associated/accounted English classes with a terrible feeling. Everything changed after I met Mr Wu. He gave me some great advice on how to improve my speaking so that I could speak more 5 fluency/fluently and gradually I started to speak with more confidence.
Last month, I was asked to make a 6 presentation/preparation in class, something that I would have hated doing before. Instead of feeling embarrassed, I felt great and spoke with good 7 clarity/charity. I would like to thank Mr Wu 8 surprisingly/sincerely for always believing in me and helping me reach my potential.
4
In Mr Wu’s English class, the students are discussing the most important people in their plete their discussion using the correct form of words and phrases below.
socialise rude dominate chatter away
I’m not sure I agree with that in my opinion
associate with social media
Chen Yang: 1________________, friendships online can be just as real and meaningful as 2_____________ in person. I have some friends who I 3_______________ online everyday. I know them well and they know me!
In my opinion
socialising
chatter away
socialise rude dominate chatter away
I’m not sure I agree with that in my opinion
associate with social media
Li Zhen: 4_____________ that you can have a real friendship without meeting the person in real life. People aren’t really themselves unless you talk with them face to face!
Chen Yang: 5________________. Sometimes on 6_____________ people are really 7_______ to each other or even lie about who they are.
Zhang Lei: Well, I agree with Chen Yang. Social networking 8___________our lives nowadays. We need to accept that. I have some good friends who live in other countries. Thanks to the Internet, we can 9_______________each other. I consider them my true friends.
I’m not sure
I agree with that
social media
rude
dominates
associate with
5
For homework, Mr Wu suggests everyone prepare a short speech “My Most Important Relationship” based on what is required plete the information about a person who is very important in your life.
Name of the person:
Your Relationship with him/her:
Describe the person: his/her personality, characteristics, interests, etc.
Talk about a time when he/she helped you overcome a challenge or supported you in life.
What do you think is the key to maintaining your relationship with the person
What have you learnt in this unit Reflect and complete the diary.
※Useful words I learnt to describe relationships, online friendships and attitudes towards feedback:
____________________________________________________________________________________
※ Three impressive sentences I’d like to remember from this unit : ____________________________________________________________________________________
※ Three ways I engage with others and keep communication:
_________________________________________________________________________________
※ The parts I like / dislike in this unit:
_________________________________________________________________________________(共13张PPT)
Unit 1
Topic Talk
新 课 导 入
Let’s talk
Who is the most important person in your life
课 堂 学 习
Who is the most important person in your life Talk about him / her with your partner.
Pair Work
___________________________ (a person) is the most important person in your life. Because he/ she ...
Maybe your parents/ friends ...
Read the Text Builder carefully. Then listen to the the dialogue and complete it with underlining the words or expressions you hear.
2
1.1
I’m closest to my
________ because he / she _______________
____________.
Person
mother, father, sister, brother, grandmother, grandfather, best friend, cousin, niece, nephew
Reasons
is my best friend
understands and supports me
has a similar personality / the same sense of humour with me
mother
understands and
supports me
I would say she /
he is _______________
______________.
I have so many great memories, but one particular occasion is
______________.
Personal Traints
kind, loving and passionate, confident, funny, outgoing, intelligent, quiet, caring, understanding, supportive, considerate
Particular Occasions
a birthday celebration, Christmas time,
Spring Festival, a summer holiday, the day of my graduation, the first day of my senior secondary school
kind, loving and compassionate
Christmas time
Use the Text Builder to talk about the most important person in your life, e.g. a family member, a friend or a teacher.
3
Example:
I’m closest to my mother because she understands and supports me. I would say she is kind and caring. I have so many great memories, but one particular occasion is Spring Festival ...
4
Listen to three people’s stories about their closest plete the information below.
1.2
The nicest thing someone has ever done for “me”
Who that person is What he / she did The storyteller’s feelings
Lily’s story wrote a series of letters
Henry’s story
Yu Xin’s story happy and positive
grandmother
emotional and moved
a childhood friend
helped him with his studies
grateful
sister
visited her in hospital every day
5
Use the language you have learnt to write a short paragraph about the most important person in your life.
who
why
kind, funny
calm, quiet
humorous
outgoing
intelligent
considerate
caring
understanding
supportive
e.g.
wrote a series of letters;
helped me with study;
visited me everyday
personal qualities
memories
Two versions:
My best friend has a similar personality to me. We have the same sense of humour. She’s funny and intelligent.
My cousin is kind. He always helps me and understands and supports me. He isn’t very outgoing but he’s passionate about comic books.
Quote & Unquote
A bosom friend afar brings a distant land near.
—Wang Bo
The people in your life are like the pillars on your porch. Sometimes they hold you up, and sometimes they lean on you. Sometimes it’s enough to know they are standing by.
—Merle Shain
Friends show their love in times of trouble, not in happiness.
—Euripides
Many people will walk in and out of your life, but only true friends will leave footprints in your heart.
—Anna Eleanor Roosevelt
Key points
be close to 接近，靠近；几乎，可能
close adj. 亲密的，接近的
[归纳拓展]
be close to doing sth 可能快要做某事
be close to tears/death 几乎落泪/濒临死亡
occasion n.时刻，时节；大事；节日；场合
on occasion偶尔，有时
on the occasion of在……时候
on this/that occasion在这个/那个时候
on no occasion绝不，不会
occasionally adv.偶尔地
e.g.
(1)It is an occasion for all the family to celebrate.
(2)What will they say when they meet on a formal occasion
[归纳拓展]
(1)on no occasion位于句首时倒装的考查；
(2)作先行词时定语从句引导词的考查
What traits do you think of are necessary between relationships (共35张PPT)
Unit 1
Lesson 3
So Close, Yet So Far
(1)
新 课 导 入
Let’s talk
Can we live without cellphones
课 堂 学 习
Warm-up
What roles do social networking and the Internet play in your daily life
What do you use them for
How many online friends do you have
Do social networking and the Internet help improve your relationships with others Give some examples.
Pre-reading
Mark has 500 friends online and he spends a lot of time on the Internet. Predict what Mark will say about social networking and his relationships with others. Then read and check.
3
Suggested Answers:
He spends a lot of time chatting to his friends online.
He posts updates on social media.
He is always checking his phone when he is with other people.
He has too many friends to know them well.
While-reading
Read the plete the information about Mark. Then use examples to talk about how social networking has affected Mark’s life.
4
Mark’s routine activities online
check through his social networking apps
read his emails and answer text messages
scroll through his friends’ posts and photos
download song after song, video after video
What social networking has done to Mark and Marks’s friends
Reasons Mark can’t drop social networking
afraid to miss some important notices, deadlines, appointments and invitations
his classmates and teachers may need to contact him at any time
drive them away
Impacts
Dominated
Depressed,
dissatisfied,
alone
Together
√
×
physically
mentally
Find evidence!
What social networking has done to Mark and Marks’s friends
Impacts
Dominated
Depressed,
dissatisfied,
alone
Together
√
×
physically
mentally
set deadlines: 8 pm-10 pm for homework
7.50 pm: scroll through posts and photos
9.30 pm: download song after song, video after video
Impacts
Dominated
Depressed,
dissatisfied,
alone
Together
√
×
physically
mentally
keep delaying important things in my real life: homework, tasks, connecting with my friends and family members in a meaningful way
have nothing to say when we meet
Impacts
Dominated
Depressed,
dissatisfied,
alone
Together
√
×
physically
mentally
a dinner get-together: my best friend took a call for 30 minutes; some kept texting friends online
a family holiday: my sister spent hours reading about her favourite popstar
Find the expressions or sentences in the text that tell you the information.
5
1. Mark is always close to his phone and laptop.
2. He receives news from his friends online throughout the day.
3. His phone is not helping his relationships with his friends.
“My phone and laptop are never out of touching distance.”
“I have a never-ending flow of messages and updates from all the people I associate with online.”
“They say that phone bring people closer together but in reality, my mind is always a million miles away.”
4. He has friends that he has known for years.
5. He is addicted to the Internet because it makes him feel excited and active.
“…but I can’t remember that birthdays of some of my oldest mates.”
“I will start doing my homework at 8 pm, and aim to finish in two hours. At 7.50 pm, I’m still scrolling through my friends’ silly posts and photos. I download song after song, video after video, but I’m not really paying attention. The stimulation is in chasing after the next song rather than truly enjoying it.”
6. His friends did not concentrate fully when they were having dinner together.
7. He and his friends can’t give up social networking.
“Some spent the dinner bent over their phones, texting friends online but ignoring the ones who sat right in front of them.”
“I need it for my studies because my teachers and classmates need to contact me at any time.
Read the text again. Choose the correct meaning of the colloquial phrases.
6
Guessing the Meaning of Unfamiliar Words from the Context
When you come across a difficult word / phrase in a text, try to guess what it means first before looking it up.
decide what type of word it is, e.g. noun, verb.
try to work out the meaning from the context.
use a dictionary to check the exact meaning of the word.
Skill Builder
1 way beyond (line 13) = a short way past / a long way past
2 go cold turkey (lines 43 -44) = do something less frequently / stop doing something completely
3 booze (line 47) = alcoholic drinks / soft drinks
4 be hard-wired in (line 49) = be born with the character / work like a computer
Post-reading
7
Group work
Think and share.
1. Why does Mark say “They say that phones bring people closer together but in reality, my mind is always a million miles away.” Find examples from the text to illustrate how phones drive people further away.
Because he does not talk to his friends face-to-face when he attends parties or plays sports. Examples: I obsess over exactly how many followers I have on my account, but I can't remember the birthdays of some of my oldest mates. /His friends spent the dinner bent over their phones, texting friends online but ignoring the ones who sat right in front of them.
2. How do you understand “We are hard-wired in, but we’re more disconnected than ever.” Why does Mark say we are more disconnected than ever
Mark suggests that young people today have been brought up with social networks and that they are an important part of our lives which we can't live without. However, our addiction to social networks can lead to a loss of friendships or meaningful relationships due to less face-to-face contact in real life.
Decide what text type this piece of writing is. What is its communicative purpose
What impresses you the most about Mark’s use of language Find examples from the text to support your idea.
The text type of this piece of writing is a web blog, which uses a mixture of exposition and description. Its purpose is to tell young readers that social networking on the Internet is causing distance and disconnection in real life relationships through the detailed description of Mark's experience and feelings.
8
Mark's use of language could be: 1) asking rhetorical questions, e. g. “Where am I What am I doing ” 2) irony, e.g. most of the words in the second paragraph describe how busy he is but then he ends the paragraph with the truth of being lonely, which is a sharp contrast. 3) using examples to support his ideas, like the dinner get-together to show that friends say nothing in real life. 4) the use of “I” to start a sentence, which is typical of personal blogs.
Group Work. Work in groups of four. Choose a role and complete the task independently. Then share your work with the other members of your group before sharing in class.
9
Discussion leader
Word master
Summariser
Student adviser
Four roles
DISCUSSION LEADER
Think of two open-ended questions and write down your answers to them.
Ask your group members the same two questions and invite them to answer before giving them your answers.
Ask your group if they have any other questions to add.
Allow each member to share their own work with the group.
Make sure that each person is well-prepared for a class presentation.
Your report:
Question 1 _______________________________
My answer: ______________________________
Question 2 _______________________________
My answer: ______________________________
WORD MASTER
Find three experiences in the text to describe Mark’s problems (such as actions, situations or feelings). Explain each expression in English.
Tell why you have chosen them.
Use each expression in a new sentence to describe a situation, an action or a feeling that you or your friends may have.
Invite your group members to comment on your new sentences.
Your report may go like this:
I have chosen three expressions from the text. The first one is _____ on page _____line_____. It means _____. I chose it because it _____. Here is my sentence: _________________.
What do you think of it
SUMMARISER
Read the text carefully and summarise it including each of the following aspects:
a. What is the situation / problem
__________________________________
b. What effects has the problem had
__________________________________
c. What is the writer’s attitude and conclusion
__________________________________
Share your summary of the passage. Mark is a university student. His problem is: _____. As a result _______. Although Mark doesn’t like the way he lives and wants to give up the habit, ________________.
STUDENT ADVISOR
Suppose you work at a Student Advice Centre. Mark and his friends come to you for help regarding their problems.
Discuss the consequences of their problems and explain why these problems arise.
Give at least three pieces of advice on how to overcome their problems.
Your report may go like this:
Thank you for sharing with me your problems. In fact, you are not the only one with these problems. The problems may however lead to some serious consequences. For example, ________. For these reasons, I would suggest that first, you _______; secondly,...
北师大 选择性必修第一册
Unit 1
( 英语 )
ENGLISH
Lesson 3
So Close, Yet So Far
(2)
Key points
reality n.现实，实际情况；事实，实际经历，见到的事物
[归纳拓展]
in reality事实上，实际上
face/ accept reality面对/接受现实
bring…back to reality将……带回现实
become a reality变成现实
[即学即练] 完成句子。
①So quickly is science and technology advancing that what is a possibility today may _______________ (变成现实) tomorrow.
②______________ (事实上)，different students have different learning habits, which I think have a great influence on their learning efficiency.
become a reality
In reality
aim vi. 力求达到，力争做到 vt.目的是，旨在；针对，对象是 vt.&vi. 瞄准，对准 n. 目标，目的
[归纳拓展]
aim at (doing) sth. 力求做某事
aim to do sth. 力求做某事
aim at/ for sth. 力争得到某物
be aimed at (doing)... 旨在(做)……；目的是(做)……
be aimed at sb. 针对某人，对象是某人
[即学即练] 单句语法填空
1. The coach, together with his players, was invited to the party held last Friday night, aimed at ____________ (celebrate) their win in the match.
2. After the smart hunter found the aim, he took aim _____it immediately.
3. We aim ________ (be) there around six. Then we can start our trip together.
celebrating
at
to be
According to research, over two-thirds of young people find it easier to make friends online than it is“in real life”.
研究显示，超过三分之二的年轻人认为在网上交朋友比“在现实生活中”交朋友更容易。
【考点提炼】“分数/百分数+of+名词”作主语时的主谓一致问题
“分数/百分数+of+名词”作主语时，谓语动词常与of后的名词保持数的一致。
One fourth of the audience think the film is worth seeing a second time.四分之一的观众认为这部影片值得再看一次。
[归纳拓展]
①“some of，plenty of，most of，the rest of，all of，half of/...+名词”作主语时，谓语动词的单复数形式也由of后面的名词的单复数决定。
Most of her spare time is spent learning cooking. 她大部分的空闲时间都花在学习烹饪上了
Some of the guests have left and the rest of them are staying here for night.一些客人走了，剩下的将在这里过夜。
②分数的表达法：分子在前，分母在后；分子用基数词，分母用序数词。分子大于1时，分母用复数形式。如: one fourth四分之一，two thirds三分之二，two and three fifths二又五分之三。
[即学即练] 单句语法填空
1. Two ______ (five) of the land in that country _____covered with trees and grass now.
2. It’s been reported that 76 percent of employees in some western countries _____ (be) using emojis at work.
3. The growing of a plant is influenced by a lot of factors, most of which _______ (be)beyond our control.
fifths
is
are
are
...not once did she lift her head to enjoy the view outside her window. 一次也没有抬起头欣赏窗外的景色。
[归纳拓展]
具有否定意义或否定形式的词语置于句首时引起的部分倒装
当具有否定意义或否定形式的词语，如not, never, neither, nor, seldom, hardly, rarely, little, nowhere, in no way, by no means, at no time, not until等位于句首时，句子要用部分倒装语序，即把助动词/be动词/情态动词移到主语之前，构成“否定词语+助动词/情态动词+主语+其他”结构。
Never have I lacked interest in reading A Dream of Red Mansions.自始至终我都抱着浓厚的兴趣品读《红楼梦》。
[即学即练] 选择题
The headmaster will not permit the change in the course, nor _____it a thought
A. does he even give B. he even gives
C. will he even give D. he will even give
C
Try to retell Mark’s social life.(共24张PPT)
Unit 1
Lesson 1 Teachers
Reading
新 课 导 入
Watch the video My Favorite Teacher.
课 堂 学 习
Pre-reading
Talk about the qualities that you think teachers need. Use the phrases below to help you.
1
to understand students to be patient to be creative
to make friends with students to make students feel confident
to explain things with practical examples and in simple language
I think teachers should …
Fast-reading
Read the two texts. Who wrote the texts What are they mainly about Why were they written
2
The texts’ writers are Graham Lawrence and Brian Jenkins. Graham was once Mr Jenkins’ student. They talk about the memories that they have of each other. The texts were written because the student and the teacher remembered how they influenced each other.
Careful-reading
Read “My plete the information.
3
Before Graham went to Mr Jenkins’ class:
Graham was not very good at most school subjects.
He was a bit lazy, especially in maths.
Science had been a subject full or strange words.
He didn’t want to know what hydrogen was.
He found science boring and difficult.
He lacked confidence.
How Mr Jenkins taught
After Graham became Mr Jenkins’ student
Mr Jenkins made everything interesting.
He explained things with lots of practical examples and in simple language.
He took students outside, and they built a rocket.
Mr Jenkins made Graham feel that he had
his own strengths.
He was interested in the study of the stars
and planets.
He gave a presentation.
Read “My Student”. Answer the questions.
4
1. What was Mr Jenkins’ impression of Graham before they met
2.What is Mr Jenkins’ attitude towards students
3. What are Mr Jenkins’ beliefs in teaching
He was very difficult.
There’s no such thing as a good or bad student.
The thing about being a teacher is that you have access to children’s minds when they are open and eager to learn.
Read the two texts carefully and fill in the blanks.
Teacher’s name Subject How to teach How to help “me”
Brian Jenkins
Science
Make everything interesting
Explain things with practical examples
Simplify things
Make me feel that I could do things
Student’s name Used to be Changes Profession
Graham Lawrence
Difficult
Got interested in study
science author
Imagine you are the head teacher of Overton School. Prepare a presentation to tell Graham’s and Mr Jenkins’ stories. Use the diagram to help you.
5
Graham
His attitude and feelings about school subjects before 15
Reasons for the changes
His attitude and feelings after 15
Mr Jenkins
His impression of Graham
His attitude towards students
His beliefs in teaching
Graham Lawrence was not very good at most school subjects. He was a bit lazy. Science was a subject full of strange words to him. He didn't want to know what hydrogen was. He found science boring and difficult. He lacked confidence. When he was 15 and he went into Mr Jenkins' class, he really became interested in a subject for the first time. Mr Jenkins had heard stories about Graham's bad behaviour but he believed there was no such a thing as a good or a bad student and tried to make lessons interesting. He helped Graham realise that he had his own strengths.
Group Work Think and share.
6
Post-reading
1. Mr Jenkins said, “… it’s important to understand that there’s no such thing as a good or a bad student.” How did he do Find evidence from the texts to support your opinion.
He did well with Graham. Though he had known Graham was very difficult, he made everything interesting in his teaching to attract his attention by setting up experiments. He also explained difficult things with practical examples and in simple language.
2. What made Graham a successful person Find evidence from the texts to support your opinion.
3. What made Mr Jenkins a good teacher Write down one or two of his qualities and give your reasons.
Mr Jenkins helped Graham find his interest and strength, e.g. Mr Jenkins set up an experiment to attract his attention in the first class. He gave Graham chances to present his interest and boosted his confidence. Graham was bright.
Mr Jenkins is patient and he understands students. He was good with difficult students like Graham and he knew how to help them by explaining things with practical examples and in simple language. He helped students feel confident. He is a good teacher because he cares about his students and wants them all to do well.
Express Yourself
11
Pair Work. Think of a teacher in your life who, like Mr Jenkins, helped his / her students to learn. What qualities does he / she have Tell his / her story to your partner.
Key points
pour vt. 灌，注 vi. (雨)倾盆而下
[归纳拓展]
pour ...into... 把......倒入......
pour into... 涌入......
pour down （雨）倾盆而下
[即学即练] 单句语法填空
1. It is strongly suggested that measures be taken to forbid factories to pour waste__________rivers.
2.Whether you like it or not,the ad has poured__________your life.
3. He was about to leave when it______________.(倾盆而下)
into
into
poured down
access n. 进入，接触的机会
[归纳拓展]
have access to... 有使用或接近....的机会/权力
gain/get access to... 得到.......的使用权
accessible adj.可进入的，可使用的
be accessible to... ......是可以进入的；......是可以使用的
[即学即练] 单句语法填空
1. I can’t get access_______the data bank you had recommended.
2. The library is easily_____________(access)to the general public.
to
accessible
worthwhile adj.值得做的；重要的；有益的
[归纳拓展]
It is worthwhile to do sth. 做某事是值得的
=It is worthwhile doing sth.
be worth doing 值得做（主动表被动）
be worthy of+n. 值得......
be worthy to be done=be worthy of being done 值得做
[即学即练] 按要求写句子。
这个问题值得注意。
①___________________________________________(worthwhile;to do)
②___________________________________________(worthwhile;doing)
③___________________________________________(worth)
④_______________________________________________(worthy)
It is worthwhile to pay attention to the problem.
It is worthwhile paying attention to the problem.
The problem is worth paying attention to.
The problem is worthy to be paid attention to/of being paid attention to.
used to do sth 过去常常做某事
[归纳拓展]
be used to doing sth 习惯于做某事
be used to do sth 被用来做某事
[即学即练] 单句语法填空
1.I used___________(visit) the gallery where the the art works of famous painters were displayed.
2.She is used to___________(live) in the countryside now.
3.Wood is often used___________(make) desks and chairs.
to visit
living
to make
Sometimes I think, if only I could call him and ask for his opinion.
有时我认为，要是我能给他打电话询问建议就好了。
If only... ! 但愿......；要是......就好了！
If only引导的感叹句用虚拟语气：
①表过去未曾实现的愿望用had done
②表现在难以实现的愿望用did(be动词用were)
③表示将来难以实现的愿望用“could/should/would/might+V”
[即学即练] 单句语法填空
1. I can’t find a solution________this problem. If only he______(be) here.
2. She made such a mistake.If only she___________(ask) someone else’s advice!
3. If only the rain_____________(stop),we could go for a walk.
to
were
had asked
would stop
Who’s your favourite teacher Explain why you like him or her.
