Unit1FriendshipPartOne:TeachingDesign(第一部分：教課方案)Period1:Asamplelessonplanforreading(ANNE’SBESTFRIEND)AimsTotalkaboutfriendshipToreadaboutfriendshipProceduresI.Warmingup1.WarmingupbyassessingAlotofpeoplehaveonlyfewpossibilitiesofgettingfeedbackabouttheirownpersonality.Inthisexerciseyouwillhavetheopportunitytogetsomefeedbackandtodiscussitwithapartner.Whilecomparingyourmutualjudgements,certainprejudicesormisunderstandingsmayappear,aspeopleoftendonotknoweachotherthoroughlyenoughtojudgeotherscorrectly.Trytobehonest!SelfassessmentOfthefollowingcharacteristicschoose5thatareparticularlyapplicabletoyoupersonally.sociable,honest,friendly,easygoing,nervous,open-minded,anxious,careful,talented,talkative,nosy,thoughtful,generous,carefree,pessimistic,peaceful,optimistic,interesting,reliable,helpful,active,careless,caring,exact,adventurous,imaginative,hot-blooded,well-organised,trustworthy,patient,responsible,outgoing,kind,brave,warm-hearted,selfless,tolerantPartnerassessmentNowchoose5characteristicfeatureswhichyouthinkareespeciallyapplicabletoyourpartner.sociable,honest,friendly,easygoing,nervous,open-minded,anxious,careful,talented,talkative,nosy,thoughtful,generous,carefree,pessimistic,peaceful,optimistic,interesting,reliable,helpful,active,careless,caring,exact,adventurous,imaginative,hot-blooded,well-organised,trustworthy,patient,responsible,outgoing,kind,brave,warm-hearted,selfless,tolerant2.WarmingupbydescribingHavethestudentsgetintogroupsoffourtodescribetheirownidealfriend.IndividualstudentsmustdecideonTOP5characteradjectivesthatcouldbeusedtodescribetheidealfriendandinsisttheyhavegoodreasonsfortheirchoice.Thenletthegroupleadergivetheclassadescriptionoftheiridealfriend.3.FurtherapplyingYoumayalsohavethestudentsdothesurveyinthetextbook,followingthestepsbelow.Getthestudentstomakealistofthreequalitiesagoodfriendshouldhave.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.Asktheclasswhetherornottheyagreewithallthequalitieslisted.Thenhavethestudentsdothesurveyinthetextbook.Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship:★4~7points:Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsojustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo.8~12points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend

’sneedsfeelings.Tryto

strike

abalancebetweenyour

friend

’needsand

your

ownresponsibilities.13+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.Welldone.(Youmayalsoshowyourstudentstheresultsaboveandletthemselvesself-reflectupontheirownvaluesoffriendship)II.Pre-readingTofocustheStudents’attentiononthemaintopicofthereadingpassage.Toactivatetheirpreviousknowledgeonthetopic.III.TalkingandsharingWorkingroupsoffour.Tellyourgroupmateshowyoureflectonthesequestions.Whydoyouneedfriends?Makealistofreasonswhyfriendsareimportanttoyou.Whatdoyouthinkagoodfriendshouldbelike?Listwhatagoodfriendshoulddoandsharethelistwithyourpartners.Doesafriendalwayshavetobeaperson?Whatelsecanbeafriend?Doyouthinkadiarycanbecomeyourfriend?Whyorwhynot?’betterstostimulatethestudentstochallengetheirclassmates’opinionsaboutthesequestions.PossibleanswersQ1:ReasonsIneedfriends:tocopewithstressfulsituationsinlifetosharemyworriesandsecretsinmyinnerworldtoshowmyconcernforotherpeopletoletotherpeoplesharemyhappinesstounfoldtootherpeoplethesecretsinmyheart(tonamebutfew.)Q2:Agoodfriendshould:tellmethetruth(honest)begoodtome(friendly)※bewillingtoconsideroracceptothers’ideasoropinions-minded)(openbewillingtohelpothers(generousorhelpful)begood-temperedthinkaboutwhatothersneedandtrytohelpthem(caring)beloyaltotheirresponsibility(responsible)noteasilyupset(easy-going)beout-going(liketomeetandtalktonewpeople)betolerant(allowotherpeopletohavedifferentopinionsordosomethinginadifferentway)beselfless(tonamebutfew)Q4:Students’answersmayvarybutmustincludeareason.Yes.Ithinkitcanbe,becauseIcansetdownhowIfeeleverydayinmydiary,andletotherpeoplereadittosharemyfeelingssometimelater.Aboveall,itfeelsgoodtowritedownmythoughtsandfeelingonpaperwhenIamsadorlonely.IV.Reading1.LookingandguessingWorkinpairs.Lookatthepicturesandtheheadingandguesswhatthetextmightbeabout.1).Imaginewhatitmightbelikeifyouhadtostayinyourbedroomforawholeyear.YoucouldnotleaveiteventogototheWCortogetacupoftea.Howwouldyoufeel?2).Whatwouldyouchooseifyouareonlyallowedtohavefivethingswithyouinthehidingplacebecausethereisverylittleroom?2.Readingtosummarisethemainideaofeachparagraph.Skimthetextandsummarisethemainideaofeachparagraphinonesentence.Para.One:Annemadeherdiaryherbestfriendwhomshecouldtelleverything.Para.Two:Anne’sdiaryactedashertruefriendduringthetimesheandherfamilyhadtohideawayforalongtime.Para.Three:Havingbeenkeptindoorsforsolong,Annegrewsocrazyabouteverythingtodowithnature.3.LanguagefocusNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.laughat,gothrough,make/call+O+Noun(asO.C.),hideaway,setdown,growcrazyabout,dowith,therewasatimewhen,keepsb.spellbound,onpurpose,inordertodosth.,fartoo+adj./adv,happentodosth.,itwasthefirst/secondtimethat,facetofaceV.ClosingdownClosingdownbydoingexercisesToendthelessonyouaretodothecomprehendingExercises1and2.ClosingdownbydiscussionofideasWorkingroupsoffour.Discusstheideasputforwardinthereadingpassage.Itdoesnotmatterwhetheryouagreeordisagree.Whatisimportantisthatyoushouldhaveareasonforwhatyousay.Alsoyoucanputforwardyourownideas,eithercriticisingthetextorusingitasasupport:WhatwouldyoudoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike?Wherewouldyouplantohide?Howwouldyouarrangetogetfoodgiventoyoueveryday?Whatwouldyoudotopassthetime?LanguagechunksfromUnit1Friendshipaddup,getsth.done,calmsb.done,havegotto,goonholiday,talkcareof,walkthedog,getloose,payforsth,cheatintheexam,shouldhavedone,someoneelse’s,laughat,gothrough,hideaway,setdown,aseriesof,ahidingplace,Iwonderifgrow/be/becomecrazyabout,couldhavedone,keepsb.spellbound,keepdoing,stayawake,onpurpose,inorderto,byoneself,fartoomuch,itwas(is)thefirsttimethat,facetoface,feellonely/sitalone,saveone’slife,beconcernedabout,withmanyclotheson,havetroublewithsb,atthemoment,getalong(well)withsb./sth,enjoydoing,be/become/makefriendswith,be/fallinlove(with),trysth.outonsb.askforadvice,givesb.someadviceon,makeanefforttodosth.,joininsth.,showone’interestin,farandwide,payattentionto,looktoone’sownconcern,shareone’sthoughtsandfeelingswithsb,cometoaconclusion,bepreparedtodosth.,aheart-to-hearttalk,hurtone’feelings,changeone’smind,liveinpeace,goonapicnic,getawaywith,feelathome,inneedPeriod2:AsamplelessonplanforLearningaboutLanguage(Direct&IndirectSpeech( )statements&questions)AimsTodiscoverusefulwordsandexpressionsTodiscoverusefulstructuresProceduresI.WarmingupWarmingupbydiscoveringusefulwordsandexpressionsTurntopage4anddoExercises1,2,3and4first.Thencheckyouranswerswithyourclasspartner.Learningaboutgrammar:DirectandIndirectSpeech1.DirectSpeechIndirectspeech,theoriginalspeaker'sexactwordsaregivenandareindicatedbyquotationmarks.★“Idon’tknowwhattodo,”saidDean.Insomegrammarbooks,‘saidDean’isreferredtoasareportingclause.whattodo,”

“IdoInindirectspeech,theexactmeaningofthespeaker

’swordsisgiven,buttheexactwordsarenotdirectlyquoted.★Deansaidthathedidn’tknowwhattodo.Toconvertdirectspeechintoindirectspeech:Ifthemainverbispasttense,presenttenseverbsin

‘thatclauseed

’

mustalsobetopasttense.Deansaidthathedidn’tknowhattodo.Firstandsecondpersonpronounsmustbechangedtothirdpersonpronouns.Deansaidthathedidn’tknowwhattodo.(Theword‘that’canoftenbeleftout:Deansaidhedidn’tknowwhattodo.)3.IndirectQuestionsThesamerulesapplytoindirectquestionsastoindirectstatements.ThedifferenceisDirectquestion:“DidMarama’shorsewinaprize?”O(jiān)wenasked.Indirectquestions:Owenaskedwhether(orif)Marama’shorsehadwonaprize.thatawh-clauseisusedinsteadofathatclause.Directquestion:“Whywon’tyoumarryme?”askedDonald.Indirectquestion:Donaldaskedherwhyshewouldn

’tmarryhim.Intellingastoryorrecountingevents,aspeakerusingdirectspeechhasalltheresourcesofintonationtoproducealivelyaccount.Becauseindirectspeechisalwaysspeechreportedbysomeoneelse,theaccountismorereservedandrestrained.“Whatshallwedo?”askedBev.“Don’tworry,Bev,”saidDuncan,“I’vegotaplan.”BevaskedDuncanwhattheyshoulddo.Hetoldhernottoworryandthathehadgotaplan.Theabilitytochangedirectspeechintoindirectspeechisausefulskillforthoseengagedintakingtheminutesofameetingorreportingonevents.Directspeech:“Firstofall,Iwouldliketothankeverybodywhohelpedwiththefair.Theresultswereverygood,andwewillnowbeabletobuytwomorecomputers.”Indirectspeech:Theprincipalsaidthathewouldliketothankeverybodywhohadhelpedwiththefair.Heannouncedthattheresultswereverygoodandthattheschoolwouldnowbeabletobuytwomorecomputers.III.DiscoveringwordsandexpressionsDoexercises1,2,3and4onpage4and5.Checkyourworkwithyourpartner’sIV.DiscoveringstructuresDoexercise1and2.Checkyourworkwithyourpartner’s.Period3:AsamplelessonplanforUsingLanguage(AletterfromastudenttotheeditorofThe21stCentury)AimsTolistentoaletteraboutfriendshipTospeakaboutaquestionnaireaboutfriendshipTowriteadviceaboutfriendshipTowriteafewlinesdescribingafriendProceduresI.Warmingup1.ReadthelettertoMissWangandfindoutwhatwasupsettingLisa.ListentowhatMissWangsays,andthenanswerthequestionsinExercise2.ListentothetapeagainandtrytospelloutthemissingwordsinEx3.II.TalkingaboutdesigningaquestionnaireWorkingroupsoffour.Designaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.AsktheStudentstousethequizintheWarmingUpasanexample.Note:Thestudentsshouldbetalkingwhiletheyaredoingthetask.Thisprovidesthestudentswiththeopportunitytopractiseexpressingthoughtandconcerninmattersofimmediateconcernandinterest.Tellthestudentstofollowthesesteps:Step1:Inyourgroup,comeupwithfoursituationsamongfriends.Designfourquestionsaccordinglywiththreepossibleanswers.Step2:Putthefourquestionstogetherandformaquestionnaire.Step3:Checkthequestionnairethroughandtryitoutonyourowngroup.Step4:Shareyourquestionnairewithanothergroupandtryeachother’squestionnaires.Samplequestionnaire:Thisquestionnairehasfourquestions,andeachquestionisfollowedbyasetofpossibleanswers.Pleasereadthequestions,andthenconsiderwhichresponsefitsyoubest.1.WhyamIclosefriendswiththispersonnow?Becausebeingfriendswithhim/herhelpsmefeelimportant.BecausemyfriendwouldbeupsetifIendedtherelationship.Becausehe/sheissomeoneIreallyenjoysharingemotionsandspecialeventswith.2.WhydoIspendtimewithmyfriend?A.BecausemyfriendwouldgetmadatmeifIdidn’t.Becauseitisfunspendingtimewithhim/her.BecauseIthinkitiswhatfriendsaresupposedtodo.3.WhydoIlistentomyfriend’sproblems,ortowhatmyfriendhastosay?BecausemyfriendpraisesmeandmakesmefeelgoodwhenIdo.Becauseit’sinterestingandsatisfyingtobeabletosharelikethat.BecauseIreallyvaluegettingtoknowmyfriendbetter.4.WhydoIkeeppromisestomyfriend?BecauseIbelieveitisanimportantpersonalqualitytoliveuptomypromisestoafriend.BecauseitwouldthreatenourfriendshipifIwerenottrustworthy.C.BecauseIwouldfeelbadaboutmyselfifIdidn.’tScoringSheet:A1pointA1pointA1pointA3pointsQ1B2pointsQ2B2pointsQ3B2Q4B2pointspointsC3pointsC3pointsC3C1pointpoints☆4~6points:Youarenotagoodfriend.Youeitherneglectyourfriendjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo.

’sneedso7~9points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend

’sneedsfeelings.Trytostrikeabalancebetweenyourfriend’needsandyourownresponsibilities.10+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.Welldone.Studentsworkingroupsandtrytheirownquestionnairesintheschooltocollectmoreinformationaboutstudents’reflectionofthevaluesoffriendship.III.Guidedwriting1.ReadthelettertotheeditorfromXiaodongandmakesureyouknowwhatproblemXiaodonghas.Discussingroupsoffour.ThinkwhatadviceyoucangiveXiaodong.WriteyouradvicetoXiaodongasaneditorindividually.Samplewriting:DearXiaodong,Somepeopleliketalkingwithothers,butsomepeopleareshy.Ifyoufallintothesecondgroup,itcanbehardtomakefriends.Butyoucanchangethesituation.Whatareyouinterestedin?Ifyoulikebasketball,forexample,youcouldtalkwithsomeofyourclassmateswholikebasketball.Theeasiestwaytostarttalkingtopeopleistofindsomethingyouhaveincommon.Ifyouarestandingbesideagroupofyourclassmates,joinintheirdiscussionifyouknowsomethingaboutthesubjecttheyarediscussing.Butifyoudonfeelafraidtosay,forexample,“Thatsoundsinteresting,whatisnceitabyout?starttalkingtooneperson,itwillgeteasiertotalktoothers.Findonepersonyouhavesomethingincommonwith,andonceyoubecomefriendswithhim,hisfriendswillstarttalkingtoyoutoo.Goodluck!EditorIV.WritingassessmentCanyougiveXiaodongsomegoodadvice?Isyourletterwelldeveloped?Areyourideaswellorganizedtothepoint?Doyouhaveagoodchoiceofwordsandidiomsinyourwriting?Doyougetagoodmasteryofcomplexstructuresoflanguage?Whatkindofmistakeshaveyoumadeinyourwriting?Whatcanyoudotoavoidsuchmistakes?V.FurtherApplyingHerearesomeproverbsaboutfriendsandfriendship.Readthemcarefullyandpay

’t,youshould”O(jiān)attentiontothesentencestressandintonation.Thenwriteapassage.Choosesomeyouagreeandexplainwhy.Thenchoosesomeyoudisagreeandexplainwhy.Afriendinneedisafriendindeed.■FriendsYoumayarelikealsowine,havethetheolder,studentsthebettercomplete.thetaskashomeworkafterclass.Whenyoumeetyourfriend,yourfaceshines—youhavefoundgold.PartTwo:Resources(第二部分：教課資源)AfriendtoallisTeachingfriendtonone.Thesamemancannotbebothfriendandflatterer.Section1:BackgroundreadingonfriendshipThebestmirrorisanoldfriend.Falsefriendsareworsethanopenenemies.FriendshipQuotesWalkingwithafriendinthedarkisbetterthanwalkingaloneinthelight.I.FriendshipQuestionscannotaboutalwaysfriendshipstandononeside.Thefriendshipthatcanendisneverreal.1.Whatisthemainprobleminfriendship?(leavingsomeoneout)Withclothesthenewarebest,withfriendstheoldarebest.2.Howdoyoukeepafriend?(treatsomeonelikeyouwanttobetreated)3.Whatisagoodfriend?(somebodywhomyoucandependon)4.Whatifyourfriendsaidtheywouldn

’tbeyourfriendifyouwereanotherperson

’sfriend?(That“friend”wouldnotmindifshewerereallyyourfriend).★“Truefriendshipislikesoundhealth;thevalueofitisseldomknownuntilitbelost.”CharlesCalebColton★“AfriendisonewhowalksinwhenotherswalkoutWalterWinchell”★“Afriend

is

onewho

believesin

youwhenyou

haveceasedto

believeinyourself.”Lysha★“Thebetterpartofone'slifeconsistsofhisfriendships.AbrahamLincoln”★“Adviceislikesnow;thesofteritfalls,thelongeritdwellsupon,andthedeeperitsinksintothemind.Samuel”TaylorColeridge★“Friendshipisthegoldenribbonthattiestheworldtogether.”KristinaKentigian★“Friendsarethesunshineoflife.JohnHay”Afriendinneedisafriendindeed.TipsonbeingagoodfriendTreatyourfriendsthewayyouwanttobetreated.Keepsecretsthataretoldtoyou.Payattentionwhenyourfriendistalking.Keepyourpromises.Sharethingswithyourfriend.Tellyourfriendthetruth.Stickupforyourfriend.III.Whatkindoffriendareyou?1.Ifyourfriendtellsyouasecretthatisndbutyoupromised’tbanottotellanyone,youwill________.A.telleveryoneB.keepthepromise2.Ifyouknowyourfriendisplanningtocheatonatest,youwill________.A.tellyourteacherB.letyourfriendcheathelpyourfriendstudyforthetestsoshewon'tfeelsheneedstocheatIfyourfriendtellsyouasecretanditmaycausehisorherdeath,youwill________.A.tellatrustedadultB.keepitasecretC.tellyourfriendsYoumayprintthissheetandanswerthequestions.Thendiscusstheanswerswithyourfriends.encourageyoutoliveyourdream.supportyoutowardyourgoals.sympathizeforyourlossesandhelpyoufindasilverlining.buildyourself-esteem.Ifhappinessandlife-satisfactionareyourgoals,yourfriendsshouldbechosenonthebasisofhowwelltheycanaccomplishthosefourgoals.Happinessisapersonalchoicethatcomesfromwithin.But,asthefriendshippoemsays,itsurelydoesn’hurttohavesupportivefriendshipsthathelpusachieveourgoals.IV.Self-reflectionuponfriendshipReadthefollowingstatementsandthentickYes√( )orNo( )to×showyouropinionsuponfriendship.Friendshipisveryimportanttome.Ihavealotoffriends.Therecanbetruefriendshipbetweenaschoolboyandaschoolgirl.Iamverykindtomyfriends.Ithinkeveryoneshouldhavefriends.Friendsmusthavethesamecharacter.Ikeepadiaryandthinkitismyclosefriend.Whenmyfriendisintrouble,Iamalwaysreadytohelp.Idon’tliketotalktoothersverymuch.Iliketobealone.Ikeepapetanimalandtreatitlikeafriend.AfriendshippoemChoosefriendswisely,theportraittheypaintIswhoyouareandwhoyouain’t.Friendshipislife’sgreatsupportWhenfriendsareoftherightsort.Forallyourdreamsdotheymakeroom,Orbringyoudownwithdoomandgloom?Youwillknowafriendshipistrue.Whenitbringsoutthebestinyou.It’strue.Youcantellapersonbythecompanyshekeeps.Ourfriendshipsnotonlytellalotaboutwhowearetheymakeuswhoweare.Thefriendshippoemabovesaysitall.Youwillknowafriendshipistruewhenitbringsoutthebestinyou.Takealookatyourfriends.Dotheybringoutthebestinyou?Thatmightseemlikeasillyquestion.Wealltendtothink,“Ofcoursetheybringoutthebestinme.Iwouldn’tbefriendswiththemotherwise.”Section2:VocabularyteachingstrategyI.TheroleofvocabularyteachingInthecontextoflearningEnglishasaforeignlanguage,alearnerisforcedtobeautonomousandindependentandmakeconsciousefforttolearnvocabularyoutsidetheclassroomsimplybecausetheexposuretothetargetlanguageislimitedinclass.Soteacherscannotrelyontheirstudents‘pickingup’lexicalitems.Thismakesexplicitvocabularyteachingnecessary.However,vocabularyisnotoriouslydifficultifnotimpossibletoteachbecauseofthecomplexityofitslinguistic,semanticandpsycho-cognitiveaspectsII.BestapproachTherearenouniversallyusefulstrategiesandtheycontributetovocabularylearningindifferentways.Studentsuseanumberofstrategies,oftensimultaneously.Theefficiencyofvocabularylearningdependsonhowstudentscombineindividualstrategies.Ifstudentscombineandemployindividualstrategiesfromdifferentgroupstheywillbemoresuccessfulindevelopingthetargetlanguagelexicon.Thus,theidealcombinationwouldbethatofstrategiesfromallfourgroups.Hereisaselectionofpracticalactivitiesthatdirectlearnerstowardsusingstrategiesofvocabularylearning.1.Theusefulalphabet(self-initiatedindependentlearning)Eachstudentgetsaletterandhastofind5,10or15wordsheorshethinkswouldbeusefulforhimorher.Heorshethenreporttotheclass,perhapsasamingleactivity,usingwordcards(ononesidetheywritetheletter,ontheothertheinformationontheword-spelling,pronunciation,definition).2.Wordbag(formalpractice)Thisistogetyourstudentstowritedownnewwordstheyhearinclass.Atthebeginningoftheterm/course,dividestudentsintogroupsofabout5andgiveeachgroupanumber(e.g.1-6).Atthebeginningofeachclass,giveeachgroupabout10cardsonwhichtheywritethenumberoftheirgroupandthenewwordstheyhearinclass.Attheendofeachclass,theyputtheircardsintothe“wordbag”andeveryweeks2youcheckwhethertheystillknowthosewordsandwhichgrouphasthemostcards.Intheendtherearetwowinners:thegroupthathasthemostcards,andtheonethatknowsmorewords.3.Especiallyforyou(Functionalpractice)Theteacherpreparesalistofwords.Eachstudentgetsoneword,whichispreparedespeciallyforhimorher.Thetrickisthateachstudentgetsawordwhoseinitialletteristhesameastheinitialofthestudent’sfirstname,e.g.Lindagetslistless.Eachstudentmustlookitupinthedictionaryduringtheclassandafterafewminutesreporttotheclass.E.g.“MynameisLindaandI’mlistlessThat.meansthatIam...(definition)...

”.Forhomeworkstudentscandothesameusingtheirsurname.4.Wordtour(memorizing)Instructionsforyourstudents:Thinkofatownorcityyouknowwell.Imaginethatyouareorganizingasightseeingtour.Thinkof5placesyouwouldincludeonyourtourandwritedowntheorderinwhichthetouristswouldvisitthem.Learnyourtouroffbyheartsothatyoucanpictureitinyourmind.Wheneveryouhave5newEnglishwordstolearn,imaginethesewordsarethetouristsonyourtourandpicturethewordsintheplacesonyourtourlikethis.Tour:TrafalgarSquare;BuckinghamPalace;HousesofParliament;WestminsterAbbey;DowningStreet.Wordstolearn:apron,dustpan,vacuumcleaner,featherduster,broom.ImagineNelsononhiscolumninTrafalgarSquarewearinganapron,thequeenbrushingthefloorinBuckinghamPalaceandusingadustpan...Section3:WordsandexpressionsfromUnit1Friendshipaddv.1.putsomethingwithsomethingelseorwithagroupofotherthings:Doyouwanttoaddyournametothelist?2.toputtwoormorenumberstogetherinordertocalculatethetotal:Add6and6tomake12.3.toincreasethenumber:Thesalestaxalreadybeensaid:That’sallIwanttosay.IsthereanythingyouOtherverbalphrasesofadd”“addto:tomakesomethinglargerandmorenoticeable:Ourexplanationseemedonlytoaddtohisbewilderment.

’dliketoadd.addup:tocalculatethetotalofseveralnumbers:Addyourscoresupandwe

’seewhowon.addupto:tohaveaparticularresult:Hisschoolingaddeduptonomorethanoneyear.point:n.1.smallspot:Thestarsshoneliketinypointsoflightinthesky.2.sharpend:aknifewithaverysharppoint.3.aunitusedtoshowthescoreinagameorsport:Shelostthreepointsforthatfall.(inaskatingmatch)upset:1.vt.&vi.tomakesomeonefeelunhappyorworried:I’msorry,Ididn

’tmeatoupsetyou.2.adj.(notbeforenoun)unhappyandworried:ShewasstillupsetabouttheargumentthatshehadhadwithHarry.ignore:vt.1.tobehaveasifyouhadnotseenorheardsomeoneorsomething(不理睬):Eithershedidn’attentiontosomethingthatyouhavebeentoldorthatyouknowabout(忽略):Somedriverssimplyignorespeedlimits.calm:1.adj.quietandwithoutexcitement,nervousactivityorstrongfeelings:Keepcalm,andtrynottopanic.2.vt.&vi.tomakesomeoneorsomethingquietafterstrongemotionornervousactivity:Charlietriedtocalmthefrightenedchildren.3.calmdown:vt&vi.tobecomequietormakesomeonequietafterstrongemotionornervousactivity:Calmdownandtellmewhathappened.concern:1.n.worry:somethingthatworriesyouorafeelingofworry:Thereisgrowingconcernabout/overtheeffectsofpollutiononhealth.Theriseinunemploymentisofgreatconcerntothegovernment.2.vt.tomakesomeonefeelworriedorupset:Thefactthatshespendssomuchmoneyonherownreallyconcernsme.Moreandmorepeopleareconcerningthemselveswith/aboutenvironmentalproblems.3.beconcer