Unit3GettingalongwithothersWelcometotheunit

Lead-inReadthequotationatthebeginningofthisunitandanswerthequestions.Thegloryoffriendshipisnottheoutstretchedhand,northekindlysmile,northejoyofcompanionship;itisthespiritualinspirationthatcomestoonewhenhediscoversthatsomeoneelsebelievesinhimandiswillingtotrusthim.—RalphWaldoEmerson1.WhatdoesRalphthinkisthegloryoffriendship?2.Whatdoyouthinkisthegloryoffriendship?Lead-ingloryoffriendshiptrustcompanycommunicationcommoninterestsLead-inSummaryoftheproblems1.Teenagersmayhavedifficultymaintainingtheirfriendships.Doyouthinkso?Why?2.Watchthevideoandfinishtheblank-fillingexercisenexttothepreviewofthevideoclip.Bill’sproblem:Billandhisbestfrienddonotsharethesameinterestsnow.Jane’sproblem:Janemissesherbestfriendfromjuniorhigh.Harry’sproblem:Harryistooshytomakefriendswiththeotherboysinhisclass.SummaryoftheproblemsAdviceWhatadvicecanyougivetheseteenagers?Billcantalktohisfriendaboutthisproblemfirst.Ifhisfriendalsofeelsthesame,perhapsitistimetorethinktheirfriendshipandletgoofit.Janecankeepintouchwithherfriendonsocialmedia.Shecanalsopickadaytomeetherfriendinperson.Harryneedstobebraveenoughtobethefirsttosayhitohisclassmates.Thenhewillfindtheyarefriendlyandafriendshipnaturallygrows.Whatfriendshipproblemshaveyouhad?Shareyourexperience.IoncehadaquarrelwithmybestfriendbecauseIthoughtshesaidsomethingmeanaboutmebehindmyback.WhenitturnedoutthatImisunderstoodher,Iapologizedtoherandwebecamegoodfriendsagain.AdviceDoyouagreewithEmersonthattrustisthemostimportantthinginfriendship?Whyorwhynot?DiscussionHomework1.Collectalltheproblemsoffriendshipdiscussedintheclassandfindoutthemostcommonproblem.2.Writeareportaboutthemostcommonproblemoffriendshipthatteenagershaveinyourclassandgivesomeadvice.Unit3GettingalongwithothersReading1Friendshipontherocks:pleaseadvise!Pre-reading1.Doyouthinkthereare“friendsforlife”?2.Doyouhavesomeonewhooncewasyourfriendbutnevertalkstoyouanymorenow?Ifso,wouldyoumindsharingyourexperiences?Whilereading1.Readthetitleandthink.(1)Whatcould“ontherocks”inthetitlepossiblymean?Howcanyoutellthat?(2)Canyoupredictwhatwillbetalkedaboutinthetext?2.ScantheforumexchangeandfinishA1onPage32.(1)Amy’sfriendwasouthavingfunwithsomeoneelse.(2)Amyreceivedahorriblesurprise.(3)Savethefriendshipbecauseeightyearsisalongtime.(4)Rethinkthisfriendshipandifnecessary,moveon.Whilereading(1)Amythoughtherfriendwasalmostlikeasistertoher.(2)Theywantedtoseeafilm.(3)Amy’sclassmatetoldheraboutit.(4)Amy’sfriendsaidshewastooilltoseethefilmwithAmybutwenttoacaféwithanothergirlanyway.(5)Ifone’sfriendignorestheirfeelingsormakesthemsuffer.3.ReadthetextagainandanswerthequestionsinA2onPage32.WhilereadingWhatarethesimilaritiesanddifferencesbetweenCindy’sandDavid’sadvice?4.Readthetworepliesagainandanswerthefollowingquestion.(1)TheyboththinkAmyshouldtalktoherfriend.(2)Cindythinksthatthefriendshipisworthsaving,whileDavidsuggeststhatifAmy’sfriendregularlyignoresherfeelings,itshouldbetimetorethinktherelationship.WhilereadingPost-reading1.Discussthefollowingquestioninpairs.Imagineyourfriendhasliedtoyou.Howwouldyourespond?Ihadafriendwhodidsomethingsimilartome.WeplannedtogototheScienceMuseumtogether,buthepulledoutatthelastminute.Iwasupsetthathecompletelyignoredmyfeelings.IfranklyexplainedtohimhowIfelt,andhetoldmehissideofthestory.Wearestillbestfriendstodaybecausewearesohonestwitheachother.Thekeyiscommunication.Trynottobenegative.2.Thinkaboutthefollowingquestionsaboutthestory.(1)IsthereanysolidevidencethatAmy’sfriendhasliedtoher?

(2)DoyouthinkAmyshouldhaveaskedherfriendaboutthatafternoonbeforebeingangry?Whydoyouthinkshedidnot?Post-readingLet’sreviewthequotationatthebeginningofthisunit.Thegloryoffriendshipisnottheoutstretchedhand,northekindlysmile,northejoyofcompanionship;itisthespiritualinspirationthatcomestoonewhenhediscoversthatsomeoneelsebelievesinhimandiswillingtotrusthim.—RalphWaldoEmersonPost-reading3.Discussingroupsaboutthefollowingquestion.WhathelpfuladvicecanyouofferAmy?Drawonyourownexperiencestogiveareplytoherpost.Iwouldexpectthathe/shehasagoodreasonfornottellingthetruth.Iwouldtalktohim/herimmediatelyandaskhim/herthereason.ThenIwouldtellhim/herthateventhoughIunderstandwhathe/shehasdone,Idon’tlikeliesandthatfriendsshouldbefrankwitheachother.Post-reading4.Whatdoyouthinkwouldhappennext?DiscussingroupsandprovideanendingtothestorybetweenAmyandherbestfriend.AmyAmy’sbestfriendPost-readingHomework1.WriteareplytoAmy’sposttoofferhersomeadvice.2.Finishtheendingstory.Unit3GettingalongwithothersGrammarandusageRestrictiverelativeclauseswithrelativepronounsLead-inComparethefollowingsentencesandreadthemaloud.(1)Peoplehaveclosefriends.Peoplenaturallyenjoytheircompany.

Peoplewhohaveclosefriendsnaturallyenjoytheircompany.Lead-in(2)Heisrichenough.Hehastruefriends.Heisrichenoughwhohastruefriends.Lead-inLead-in(3)Friendshipisapreciouswealth.Onesearchesforitallhislife.Friendshipisapreciouswealth(that)onesearchesforallhislife.ExploringtherulesReadamagazinearticleinPartAonPage34andfindouttherestrictiverelativeclauseswithrelativepronouns.1.Arealfriendissomeonewhowalksinwhentherestoftheworldwalksout.2.Arealfriendissomeonewhosesupportwecancounton.3.Arealfriendissomeonewhoseesourtrueself,notjustthefacethatweshowtotheworld.4.…themoderntoolsthatkeepusconnectedareeatingawayatthemeaningoffriendship.Exploringtherules5.Socialmedialikeblogshascomebetweenusandthefriendswhomwelove.6.“Sharing”ourexperiencesonsocialmediaisnotenoughtoexpressthevalueswhichmattermosttous.7.“Linking”ourfriends’photosonlinedoesnotdeveloptheconnectionwhichweshare.ExploringtherulesThegirlwhoisinredismysister.theantecedent()therestrictiverelativeclausestherelativepronounthemainclauseExploringtherulesCombinethefollowingsentencesusingrelativeclauses.(1)Thetreesareinfrontofthelibrary.Theyhavelosttheirleaves.Thetreeswhichareinfrontofthelibraryhavelosttheirleaves.“Which”functionsasthesubjectinthe

relativeclause.Exploringtherules(2)Wesawtheworkerjustnow.Heisthebestengineerinourfactory.Theworker(whom)wesawjustnowisthebestengineerinourfactory.“Whom”functionsastheobjectinthe

relativeclause.ExploringtherulesWecanleaveout“who”“whom”“which”and“that”whentheyaretheobjectsinthe

relativeclause.(3)Itusedtobeafarm.Itisnolongerafarm.Itisnolongerthefarmthatitusedtobe.“That”functionsasthepredicativeinthe

relativeclause.Exploringtherules(4)Hehasasister.Ican’trememberhername.HehasasisterwhosenameIcan’tremember.“Whose”functionsastheattributiveinthe

relativeclause.ExploringtherulesApplyingtherules

Finishthetablebelow.人物主語賓語定語thatwhothatwhichthatwhowhomthatwhichwhosewhoseFinish“Workingouttherules”onPage34.whichwhothatwhoseApplyingtherules1.Insomecases,only“that”canbeusedastherelativepronounswhile“which”or“who”can’t.Theyare:(1)Whentheantecedentisanindefinitepronounsuchas“all,everything,nothing,something,anything,little,much”.e.g.I’msureshehassomething

(that)youwant.Exploringtherules(2)Whentheantecedentisanounornounphrasewithsuchdeterminersas“all,every,no,some,any,little,much”.e.g.Ihavereadallthebooks(that)youwrote.Exploringtherules(3)Whentheantecedenttakesapremodifierinthesuperlativedegreeoranordinalnumeral.e.g.Thisisthebestmovie(that)Ihaveeverseen.(4)Whentheantecedentisanounornounphrasemodifiedby“theonly,thevery,thesame,thelast,theright”.e.g.Thisistheverybook(that)I’mlookingfor.Exploringtherules(5)Whentheantecedentincludesbothpersonsandthings.e.g.Doyouknowthepersonsandthings(that)theyaretalkingabout?(6)Whenthemainclausebeginswith“which”or“who”.Whichisthedress(that)youlikebest?Whoisthegirlthatwonthegoldmedal?Exploringtherules(7)Whentheantecedentfunctionsasthepredicativeintherelativeclause.e.g.Myhometownisnolongerthevillagethatitusedtobe.2.Afterapreposition,therelativepronouncanonlybe“which”or“whom”.ExploringtherulesTheparkisaplacewhich/thatIoftengoto.=TheparkisaplacetowhichIoftengo.Thisisthewomanthedaughterofwhomisafamousteacher.=Thisisthewomanwhosedaughterisafamousteacher.Wehavethreeforeignteachers,twoofwhomarefromCanada.Theoldmanhastwosons,bothofwhomaredoctors.Hespentfouryearsincollege,duringwhichtimehestudiedcomputerscience.Exploringtherules3.Therelativepronounafter“theway”canbe“that”“inwhich”ornorelativepronoun.e.g.Idon’tliketheway(that/inwhich)youtalktome.Exploringtherules1.RewritethesentencesusingrestrictiverelativeclausesinPartB1onPage35.

fromwhichmanyfriendshipsgrowwhosecommunicationiswarmandopenwhich/thatneedtobetakengoodcareof(whom/that/who)youcancounton(inwhich/that)youhavebeenhelpedApplyingtherules2.CompletethepassageinB2withcorrectrelativepronounswherenecessary.(1)which/that(2)whose(3)who/that(4)(which/that)(5)which(6)(whom/that/who)(7)who/thatApplyingtherules3.Workinpairstodescribeaclassmateofyours,usingrelativeclauseswherenecessary.Thenshareyourdescriptionsinclasswithouttellingthenameofthepersonwhoisdescribedandlettheotherstudentsguesswhoyouaretalkingabout.ApplyingtherulesHomeworkWriteashortpassagetodescribeoneofyourfriend.Unit3GettingalongwithothersIntegratedskills1DescribingthequalitiesofagoodfriendLead-in1.Whoisyourfavouritefriend?2.Whydoyouthinkhe/sheisyourfavouritefriend?3.Whatdoesfriendshipmeaninyoureyes?Listening1.ListentotherecordinginPartAonPage36andticktheproblemsintheboxesinPartA1.2.ListentotherecordingagainandcompletethenotesinPartA2.1.What’sthetopicofthisdiaryentry?ReadingWhatitreallymeanstobea“goodfriend”.2.What’sthefunctionofParagraph1ofthediary?Itfunctionsasanintroductiontothewholediaryentry.3.Howiseachparagraphdeveloped?Thefirstsentenceisusedasatopicsentence,whichisfollowedbysupportingdetails.Agoodfriendisonewho

.SpeakingIfyourfriendscomeacrosssomedifficultiesinlifeorstudy,whatwillyoudoandwhy?SpeakingHomeworkPreviewPartDonPage38.Lead-in1.Whoisyourfavouritefriend?2.Canyouusesomeadjectivestodescribehim/her?Speaking1.Whatqualitiesareimportanttoyouinafriend?Canyoubrainstormasmanyadjectivesasyoucantodescribethequalitiesofagoodfriend?2.Includeexamplesfromyourpersonalexperiencetosupportyouridea.sincereloyaldependablerespectfulpositivegenerousforgivingstraightforwardrealprotectiveSpeakingReadPartDonPage37andpayattentiontothethreecharacteristicsofdiary-writingintermsoftexttype,formatandlanguage.

Writing1.Finishthediaryentry;2.Checkyourwritingafteryoufinishandexchangedraftswithyourpartnersforreview;3.Shareyourwritinginclassandevaluatewhichdiaryentryyouprefer.WritingHomework1.Finishwritingyourdiaryandshareitwithotherstudents.2.Finishtheworkbook.Unit3GettingalongwithothersExtendedreadingOfFriendshipLead-in1.Whatmaybethetopicofthearticle?2.Whoisthewriter?Doyouknowanythingabouthim?3.What’syourdefinitionof“friendship”?1.Findouttheargumentoftheauthor.Reading2.Identifythestructureoftheessay.Part1:Theimportanceoffriendship(Paragraph1)Part2:Thethreefruitsoffriendship(Paragraphs2-5)Part3:Adviceonmakingfriends(Paragraph6)Drawamindmapoftheessay.1.Whatarethethree“fruits”offriendship?2.Whyaretheyimportant?Reading

BenefitsoffriendshipFruit1:ComforttheheartFruit2:AdvisetheheadFruit3:Helpusachievethegoalssharejoy,sadness,successandfailurerespectourfeelingstreasurethesemomentsofclosenessofferadviceonimportantdecisionshelpmakeourthoughtsclearerandbringusamorethoroughunderstandingofourproblemsbeknownas“secondself”helpusachievewhatwewantReading

AppreciationThoughtheessaywaswritten500yearsago,whyisitstillmeaningfultoreadnowadays?Closefriendshipwillhelpsmoothoutthesometimesrockyroadthatweareallmeanttotravel.Here,friendshiphasadoubleadvantage—happinesstakesonagreatermeaningandatroublesharedbecomesatroublehalved!Friendsmay