【正文】 vi. to bee quiet or make someone quiet after strong emotion or nervous activity: Calm down and tell me what happened. concern: 1. n. worry: something that worries you or a feeling of worry: There is growing concern about/over the effects of pollution on health. The rise in unemployment is of great concern to the government. . to make someone feel worried or upset: The fact that she spends so much money on her own really concerns me. More and more people are concerning themselves with/about environmental problems. 3. be concerned about/for/with: Ross has never been concerned about what other people think of him. Rescuers are concerned for the safety of those trapped in the mine. This story is concerned with a Russian family in the 19th century. cheat: . to behave in a dishonest way in order to win or to get a advantage in a petition, game or examination: Jack always cheats at cards. 2. vt. to trick someone who trusts you. share: vi amp。 the softer it falls, the longer it dwells upon, and the deeper it sinks into the mind.” Samuel Taylor Coleridge ★ “Friendship is the golden ribbon that ties the world together.” Kristina Kentigian ★ “ Friends are the sunshine of life.” John Hay ★ A friend in need is a friend indeed. II. Tips on being a good friend ※ Treat your friends the way you want to be treated. ※ Keep secrets that are told to you. ※ Pay attention when your friend is talking. ※ Keep your promises. ※ Share things with your friend. ※ Tell your friend the truth. ※ Stick up for your friend. III. What kind of friend are you? 1. If your friend tells you a secret that isn?t bad but you promised not to tell anyone, you will________. A. tell everyone B. keep the promise 2. If you know your friend is planning to cheat on a test, you will________. A. tell your teacher B. let your friend cheat C. help your friend study for the test so she won39。 新課標 高一必修 1 英語教案 Unit 1 Friendship Part One: Teaching Design (第一部分：教學設(shè)計 ) Period 1: A sample lesson plan for reading (ANNE?S BEST FRIEND) Aims To talk about friendship To read about friendship Procedures I. Warming up 1. Warming up by assessing A lot of people have only few possibilities of getting feedback about their own personality. In this exercise you will have the opportunity to get some feedback and to discuss it with a partner. While paring your mutual judgements, certain prejudices or misunderstandings may appear, as people often do not know each other thoroughly enough to judge others correctly. Try to be honest! Self assessment Of the following characteristics choose 5 that are particularly applicable to you personally. sociable, honest, friendly, easygoing, nervous, openminded, anxious, careful, talented, talkative, nosy, thoughtful, generous, carefree, pessimistic, peaceful, optimistic, interesting, reliable, helpful, active, careless, caring, exact, adventurous, imaginative, hotblooded, wellanised, trustworthy, patient, responsible, outgoing, kind, brave, warmhearted, selfless, tolerant Partner assessment Now choose 5 characteristic features which you think are especially applicable to your partner. sociable, honest, friendly, easygoing, nervous, openminded, anxious, careful, talented, talkative, nosy, thoughtful, generous, carefree, pessimistic, peaceful, optimistic, interesting, reliable, helpful, active, careless, caring, exact, adventurous, imaginative, hotblooded, wellanised, trustworthy, patient, responsible, outgoing, kind, brave, warmhearted, selfless, tolerant 2. Warming up by describing Have the students get into groups of four to describe their own ideal friend. Individual students must decide on TOP 5 character adjectives that could be used to describe the ideal friend and insist they have good reasons for their choice. Then let the group leader give the class a description of their ideal friend. 3. Further applying You may also have the students do the survey in the textbook, following the steps below. 1. Get the students to make a list of three qualities a good friend should have. 2. Have the students get into groups of four to find out what each has listed. 3. Have a member of each group report on what their lists have in mon and list them on the board. 4. Ask the class whether or not they agree with all the qualities listed. 5. Then have the students do the survey in the textbook. 6. Have the students score their survey according to the scoring sheet on page 8. 7. The teacher ask some students how many points they got for the survey and assess their values of friendship: ★ 4~7 points: You are not a good friend. You either neglect your friend?s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do. ★ 8~12 points: You are a good friend but you sometimes let your friendship bee too important, or you fail to show enough concern for your friend?s needs and feelings. Try to strike a balance between your friend?s needs and your own responsibilities. ★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend?s. Well done. (You may also show your students the results above and let themselves selfreflect upon their own values of friendship) II. Prereading To focus the Students? attention on the main topic of the reading passage. To activate their previous knowledge on the topic. III. Talking and sharing Work in groups of four. Tell your group mates how you reflect on these questions. 1. Why do you need friends? Make a list of reasons why friends are important to you. 2. What do you think a good friend should be like? List what a good friend should do and share the list with your partners. 3. Does a friend always have