牛津英语高中Book 5_U1_Project解析
高中英语 模块五 Unit1 Project课件 牛津版必修5
Discuss the tasks listed below and decide which group members will be responsible for the task. Write the names beside the work each member is going to do.
Answer any questions your classmates have about your survey or results. Post a copy of your survey and results on the display wall of your classroom.
Project Giving an Oral Report
Reading
What puzzles Robert? Some things about Amanda and her friends. (He can’t understand how girls can talk about for so long.)
Homework
Do Parts B1 and B2 on page 91 in Workbook. Do parts D1 and D2 on page 93 in workbook.
What’s the difference between girls and boys in their attitudes towards friendship? Girls always have a lot to talk about with their best friends and have more friendships than boys. Boys cannot name a single best friend.
牛津高中英语Project板块教学设计与实施[论文]
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牛津高中英语Project板块的教学设计与实施摘要：作者结合自身教学实践，从把握reading 和project教学关系、兼顾教学任务的完成和学生兴趣的激发、做好教材内容和引入资料的糅合、确保项目形式多样化和可操作性等四个方面阐述了高中英语project板块的教学设计与实施。
关键词：高中英语教学 project板块教学设计《牛津高中英语》project板块引导学生进行探究性学习，把英语听、说、读、写的训练从课堂内拓展到课堂外。
project的设计要充分体现“以学生为中心”代替“以教师为中心”，变“以课本为中心”为“以活动为中心”，变“以课堂为中心”为“以任务为中心”。
在日常的英语教学中很多老师把project板块当成了传统的阅读教学处理，教材的全新观念没有得到有效体现。
现笔者结合多年的高中英语教学实践谈谈对project教学设计与实施的感想。
一、分析教材，把握reading和project教学关系高中英语教材每一单元都有独立的reading板块，它承载着有关该单元主题的重要信息，还呈现了该单元的词汇和一定的语法知识。
project共有两个部分，一部分是阅读材料，另一部分是project。
该板块突出的不是阅读部分，而是旨在引导学生进行探究性学习，把英语听、说、读、写的训练从课堂内拓展到课堂外。
所以，英语老师要正确处理好reading与project之间的关系。
合理分配时间是顺利完成project的关键，千万不能在reading上耗时较多，从而造成对后部分匆匆带过，也不能忽视前部分的语言输入，这样也势必影响后者的输出，因此对于project课文的处理不能采用像reading教学一样分为导入、略读、细读、巩固、讨论的模式，以《牛津高中英语》（译林出版社）module 3 unit 3的project ancient china and rome为例，由于本课的项目是creating an illustrated time chart，而课文也是以时间为顺序，采取对比的方式对古代中国和罗马进行了描述，所以笔者先让学生通读整篇文章，迅速划出其中涉及的时间点，然后请两个同学到黑板前完成对于课文描述的一个时间表（其实书本上已经有了这个时间表，但是在让学生预习之前我已经让学生将表格用纸盖住），而其他同学就在用纸盖住的部分上划时间表，然后一起核对信息，内容比较简单，学生也很有成就感。
高中牛津英语模块6unit1project中英文对照
The invisible bench无形的板凳Characters: Five students人物：五名学生Setting : A park地点：公园Mike:Really , what this courtyard needs is a bench. Maybe here?(‘sits’ as if there is a bench)No.(gets up, walks to the other side of the stage. Tony enters, but Mike does not notice)Maybe here?(‘sits’ again)Yes, I think maybe here.迈克：真的，这个庭院需要的是一个板凳。
也许在这里？（'sits好像有一台）不。
（起身，走到舞台的另一边。
托尼进入，但迈克没有注意）也许在这里？（'sits了）是的，我想也许在这里。
Tony: What are you doing?托尼：你在干什么？Mike:I’m sitting on an invisible bench, of course.迈克：我坐在一个看不见的长板凳上，当然。
Tony: Can I join you ?我能和你一起吗？Mike: Of course.(moves over as if to make room for Tony)迈克：当然。
（移过就好像在为托尼腾出空间）Tony:Ah, it’s rather nice here, isn’t it?托尼：啊，这里很好，不是吗？Mike: Indeed. Both ‘sit’ for a while, reading their textbooks. Cathy enters.迈克：确实。
两个“坐”了一段时间，读他们的教科书。
凯西进入。
Cathy: What is going on here?凯西：这里发生什么事？Mike: We’re sitting on an invisible bench.迈克：我们坐在一个看不见的长板凳上。
《牛津高中英语》Project板块的教学现状以及教学反思
2013-01教学实践《普通高中英语课程标准》（2001）所提倡的学习方式、教学思想以及教材观念的转变，在《牛津高中英语》教材中到了充分的体现。
它的编写主要是要遵从学生的学习规律，重视学生的身心和个性发展，培养学生自主学习和动手的能力。
同时，本教材的内容紧扣学生的日常生活，实用性很强。
本教材有很多的亮点，其中Project板块是重在培养学生的听、说、读、写能力的一种综合开放性的自主学习和动手能力的学习板块。
一、《牛津高中英语》教材Project板块的设计1.Project板块设计的优点《牛津高中英语》教材与其他的英语教材相比较，Project板块的设计项目在其他英语教材中没有得到体现，这个部分对于培养学生的自主学习能力和实践能力来说是很有实用性。
以module4的Project板块为例，在module4Unit1中Project要求学生制作课外广告的活动，Unit2中Project要求学生写有关运动的演讲，Unit3中Project则是要求学生写科幻故事，这些在其他英语教材中不曾被设计。
除了module4中Unit1-Unit3的Projects以外，其他模块中的Project板块也集中了许多学生课内外开放性的探究性任务的活动，例如成对地进行对话活动、正反方辩论、访谈报告和简单的问卷调查等。
Project板块这部分的设计符合新课程标准，与当前社会发展需要也是相适应的，符合多元化信息时代社会的需要，有助于开发学生的智力和塑造良好的性格和品格，培养坚强的意志有着很重要的意义和影响。
2.Project板块的设计编排特点Project板块分为两个部分。
A部分是阅读，B部分是范例或是引发课题内容。
B部分为“4P”包括Planning、Preparing、Producing 和Presenting。
Planning部分是学生在教师的指导下确定主题，安排分工的工作。
Preparing部分是要求学生查找资料、收集信息和讨论主题。
牛津译林版高中英语模块五 U1 Project课件 (共20张PPT)
3)时间状语从句(+延续性动词)
11.W.尽h管ile我w们e h不av能e 排no除t d这ism个i想sse法d ，the我id们ea也, w正e a在re调lo查ok其ing他in的to可o能the性r 。possibilities as well.
22.. S一om些e人ar支e 持in这fav个or观o点f i，t，而w另hil一e o些th人er却s a反re对 a它ga。inst it。
The writer develops this passage mainly by_________. ① giving examples ② making comparisons ③ giving data ④ showing personal experience A. ① ② ③ B. ② ③ ④ C. ① ③ ④ D. ① ② ④
_W__h_il_e___(虽然/尽管) it may feel awkward, if she really is your best friend you should apologize for blaming her.
Boys share activities _w_h_i_le___(然而) girls share feelings. 1)让步状从(句首):虽然/尽管
Thinking:
Why did the writer mention Robert’s puzzle and what is the function of the first paragraph? To introduce the topic of this passage, using a story.
Boys’ and girl’s friendships are quite different
《牛津高中英语》模块5-Reading--Project课文
牛津高中英语模块5-Reading–Project课文课文概述本课文是牛津高中英语模块5中Reading–Project课程中的一篇课文，题目为“The Cost of Fashion”。
该篇课文主要讲述了当今时尚界存在的一些问题和挑战，引发我们对时尚产业中的可持续性发展的思考。
课文采用了文献调查和实例分析的方法，通过引用多个相关研究和案例，以及访谈时尚产业相关从业者的话语，支撑了本文中呈现出来的问题和挑战。
结构清晰，逻辑严谨。
词汇解析• 1.orchestrate：在这里表示协调，指摆布和引导其他人达成某个目标。
• 2.inevitably：不可避免地。
• 3.impact：影响。
• 4.scarcity：缺乏，短缺。
• 5.cotton：棉花。
• 6.polyester：涤纶，一种合成纤维。
•7.recycled：再生的，可循环利用的。
•8.upcycled：升级再利用的。
•ndfill：垃圾填埋场。
主要观点本文主要呈现了以下几个观点：•时尚界对环境、人权和审美方面造成了不可避免的影响和负面影响。
•棉和涤纶这类的物质资源在制作时尚产品的过程中耗费巨大，亟需寻找更环保可持续的方案。
•再生的和升级再利用的材料需要在时尚制造业中得到更广泛的应用。
•消费者的观点和消费习惯在时尚界发展中发挥了重要的角色。
重点句子•However, the reality is that fashion inevitably has a significant impact on the environment, human rights, and economies around the world.（然而，事实是时尚界对环境、人权和世界经济不可避免地造成了很大的影响。
）•Globally, we consume 80 billion pieces of new clothing each year.（全球每年有800亿件新衣服被消费。
牛津英语M5U1reading原文.(优选)
A friendship in troubleDear AnnieMy name is Andrew. I am 17 years old and I have a problem. My best friend Mathew has stopped talking to me. We have been best friends since childhood and play together in the school football team. Last week, we had an important match against another school. The other team was superb and we really had to focus. I was determined to win, but Matthew was playing badly. He could not keep pace with the game, and as a result of his careless playing we lost. Afterwards, I got really angry with him, and I told him I thought he was not trying hard enough. He got annoyed, saying it wasn't his fault if he couldn't play as well as me, and that I shouldn't talk to him in this manner then we both started shouting at each other and it turned into a horrible argument. He accused me of some really bad things just to hurt me.I feel really guilty because I made some cruel remarks too, but I dislike seeing our team lose. Football is very important to me but so is our friendship. Since we argued, he hasn't spoken to me even though we sit next to each other in class. It's really awkward. He is usually cheerful and outgoing, but he has been really quiet and looks sad. The things he said hurt me too, but he has not apologized to me. Yesterday, I saw him talking to another boy, Peter, and I cannot help wondering if he wants Peter to be his friend instead of me. I told my brother about the quarrel, but he said Matthew is just too sensitive and perhaps a little bitter，because I am really athletic and good at football, and that I had better find another friend.What should I do?Yours trulyAndrew.译文：困惑中的友谊亲爱的Annie：我是Andrew，17岁。
探索牛津高中英语PROJECT有效性教学
a. what is a handbook?
b. Decide different roles in the groups.
课外，属于探究性学习，有助于提高学生学习兴趣，
实现自我认同，形成自己的学习策略，提高自学能力。
...
10
。
2. 教师应该重视每个学生的参与。
Project教学要求老师有新的学生观，重视每个学生的 发展，注意不能使任务最终落在少数几个英语尖子上， 要以每个学生为关注的对象，在每个环节上充分考虑 不同学生的需求，尊重他们的个体差异，通过小组合作， 帮助学生树立自信心，形成克服困难的意志，愿意主动 向他人求教，或向书本求教，使能力较差的学生跟上全 班水平。
handbook教学为例：
Step1.Lead-in What is happiness?
Step2 Reading
Read for information about happiness and
structure of the passage.
Golden days
My future happiness
...
2
误区一：把Project板块上成阅读课。
这种教学方法导致学生在英语课堂上只有输入， 没有相应的输出，因此这样的教学是单一的，低效的。 因为，用英语进行语言输出可以使学习者提高对英语语 言形式的注意,为英语学习者提供学习的反馈信息,同时还 可优化英语学习者的语言输入。 （王泽华，《语言输出——解决英语教学低效的途径》）。
语言习得理论认为足够的输入是语言输出的条件， 因此做事前的语言输入是非常重要的，有足够的语言 输入才有做事的基础，“做”与“学”的关系是：“学”是 “做”是目的，“学”是为了“做”，“做”又是为了“学 每一个单元的project都会给学生一个明确的任务，教师应 该以此任务为线索目标，精心设计教学流程，帮助学生构 尼TAFE语言培训中心学习时，
牛津高中英语模块五 Unit1 Project课堂
she and her friend talked about? They talked about almost everything: film stars, pop songs, recipes, everything.
4. What are friendships between girls based on? They are anchored in shared feelings and support.
5. What are friendships between boys based on? They are based on shared activities or interests.
A lot A few
None
2. How often do you have a long
conversation with your friends?
More than three times a week
Once a week
Seldom
Never
3. What topics do you mostly talk about with your best friends? Hobbies and interests Families and friends School and study Emotions and feelings Future planes and dreams
survey? 2. Who will you choose to survey? 3. How will you design your survey? 4. How many questions will you ask? 5. Who will write the survey questions? 6. Who will work out the results? 7. Who will write the report? 8. Who will present the oral report? 18
牛津高中英语模块五单元1-3语言点
牛津高中英语模块五语言点Unit 1 Getting along with others一、Reading1. betray: vt.背叛，出卖，泄露betray sth to sb: 向某人出卖∕泄露……betray oneself: 露出原形betrayal: [biˋtre?l] n. 背叛①He would rather die than betray the document to the enemy.②She said she was sorry, but her eyes betrayed her secret delight.她说她很难过，但她的眼神里却露出她内心的喜悦。
③an act of betrayal: 背叛的行为2. (Page 2, Lines 8-9) I must have sounded……quiz, saying how easy it was.⑴must have done: 一定做过……⑵“saying how easy it was”为现在分词作状语，表示伴随状态。
3.fail sth: 未能通过……fail to do sth: 未能做……①I failed my driving test the first time I took it.②He never fails to write to his mother every week.4. pretend sth: 假装，扮作……pretend to do sth: 假装做……pretend that: 假装……①He pretended illness as an excuse.②Tom pretended to be reading a book when the teacher came in.③She pretended that she was not at home when we rang the bell.5. admit (admitted；admitting): vt.(1) 承认 admit (doing) sth: 承认做……admit that: 承认……admit sb to be + n / adj: 承认某人是……①He admitted having stolen that car. / He admitted that he had stolen the car.②We all admit him to be a fool.(2) 允许……进入，接受,录取admit sb to / into sth: 允许……进入……①Each ticket admits two people to the party.②Tom has been admitted into Peking University.6. beg (sb) to do sth: 恳请（某人）做……beg (sb) for sth: 恳请（某人）……beg (for) sth: 乞讨……①I beg you not take any risks.②He begged her for forgiveness.③John was so poor that he had to beg money from passers-by.7.keep one’s secret: 保守秘密keep one’s word / promise: 遵守诺言break one’s word / promise: 违背诺言8. (Page 2, Line 18) ……paper that said……say: vt.写到，表明；显示read: vt. 写着；指示，显示①The clock said it was 7: 30.②I noticed a sign reading / saying “ No Parking!”.9. swear (swore, sworn): vt. & vi.(1) 发誓，宣誓swear to do sth: 发誓做……swear that: 发誓……①Mona swore never to return to home.②Victor swore that he would get his revenge(复仇).(2) 咒骂，诅咒swear at sb: 咒骂……Rich(里奇) tripped over a dog and swore at it.10. spy on sth: 监视∕窥探……These days I have been spying on the enemy’s movements.11. focus: vt. & vi.集中注意力于；(使)聚焦n. 焦点，重点focus sth on sth: 集中……于……focus on sth: 集中注意……①The recent wave of bombing has focused public attention on the area.②I was so tired to focus on anything.③The focus of the conference is on environmental issues.12. manner: n. 方式；举止，态度[C]manners: n. (1) 礼貌，礼仪(2) 风俗，习惯in this manner: 用这种方式table manners: 餐桌礼仪It’s good / bad manners to do sth: 做……有∕无礼貌①He objected in a forceful manner. 他坚决反对。
对《牛津高中英语》教材Project板块的分析与教学探讨word精品文档4页
对《牛津高中英语》教材Project板块的分析与教学探讨一、《牛津高中英语》教材Project板块的设计特点（一）Project板块教材介绍在对《牛津高中英语》教材的介绍中，我们可以得知Project板块是一种开放性的探究学习活动，学生在老师的指导下，通过小组协作，利用课外时间完成他们自己选定的课题。
[1] Project板块分为A、B两个部分，其中A部分是阅读材料，该部分的阅读材料篇幅适中、选材地道，基本符合学生的生活经历和兴趣爱好。
所选词汇既有基本词，又加入了与当前生活密切相关的词汇，贴近实际生活。
B部分是Project本身，该部分的语言活动丰富多样，与现实生活联系较紧密；重视学生如何沟通信息和对学生学习策略的培养，也有助于学生合作学习和团队精神的培养。
（二）Project板块体现探究性学习当前英语教学中，对英语听、说、读、写的训练相当一部分是放在课堂上，对于学生语言基本技能和实际运用的培养非常有限，《牛津高中英语》中的Project板块的教学很好的改善了这个问题，其主要以引导为主，使得学生自主进行探究性学习。
以模块四中的Project板块为例，Developing an ad campaign(Unit 1)，Making a speech about sport(Unit 2)，Writing a science fiction story(Unit 3)，[ 2] 设计广告，写演讲稿，科幻故事这些都是比较实用的技能，其主题贴合当前社会的文化氛围，不单纯只是语言基础理论的培养。
在教材的A部分里，其首先提供了非常具体的阅读资料，主题也是和本单元话题息息相关，大大调动了学生对用英语参与活动的兴趣，并从中得到启发。
然后根据B部分所提出的问题，以小组的形式进行探讨，合作，调查，信息检索，交流总结等，全程都是利用英语进行，最后展示出学习成果，这种开放创造式的学习方式，大大提高了学生对语言综合运用的掌握。
高中牛津英语所有模块的Reading和project课文翻译!
必修一Unit 1 School lifeReading英国的学校生活在美国上了一年的中学对我来说是一段非常令人愉快和兴奋的经历。
我很喜欢英国中学的作息时间，因为学校每天上午大约9点上课，下午大约三点半放学。
这意味着我每天可以比以往晚一个小时起床，因为在中国学校每天上午8点之前就开始上课了。
开学第一天，所有的新生都要去学校礼堂参加晨会。
我当时坐在一个叫黛安娜的女孩身边。
我们很快就成了最要好的朋友。
在晨会上，校长向我们宣布了校规。
他还告诉我们，赢得尊重的最佳途径就是专心学习并取得好成绩。
这听起来倒是像我在中国就读的学校。
过去的一年里我有许多老师。
海伍德先生，我的班主任，对我的帮助很大。
我最喜欢的老师是伯克小姐——我喜欢她教的英国文学课。
我们班上一共有28个学生。
英国中学的班级差不多也就这么大。
我们上不同的课得去不同的教室，上某些课的时候，我们班上的学生也不一样，所以对我来说记住所有人的面孔和名字，可是一件难事。
我发现这里布置的家庭作业不像我以前在原来学校时那么繁重。
可一开始我还是觉得有些挑战性，因为所有的家庭作业都是英语的。
让我感到幸运的是，所有的老师都给了我很多鼓励，因此我也喜欢我所学的每一门功课:英语、历史、英语文学、计算机、数学、科学、体育、艺术、烹饪和法语。
我天天都在使用英语，每天还花一个小时在图书馆里阅读英文书籍，因此，我的英语有了很大的进步。
午饭休息时间我常去电脑俱乐部，这样我就可以免费给国内的家人和朋友发电子邮件了，我还额外地在每周二的晚上去听法语课。
当我学会如何买菜，配菜和做菜的时候我发现烹饪真是一种乐趣。
学期末我们班开了一个派对，我们每个人都要为派对做吃的，班上所有的同学都喜欢我做的蛋糕，这个真让我高兴。
数学、英语和科学，是该校的必修课，但是，如果不喜欢某些科目是可以中断学习的，如历史和法语。
学生可以选修其他的科目，如艺术、计算机或者是西班牙语、德语之类的语言课。
在艺术课上我做了一件小雕塑，尽管完工之后它看上去并不是分漂亮，但我仍然非常喜欢它。
牛津译林版高中英语必修五Unit 1《Getting along with others》(Project)教案
Unit1 Getting along with others Project教材：牛津高中英语(模块五)高二上学期文档内容：教学设计—教案单元：Unit 1 Getting along with others板块：Project作者：Thoughts on the design:本课是以读引做的project。
本课先分析report的内容要点，培养学生获取信息的能力。
借助于文章信息帮助学生分析这个报告的结构。
引导学生写report需要注意的事项，并帮助学生复习问卷设计的注意事项。
此外，通过提供的另一篇阅读文章，让学生明白作者对于友谊的看法，并同时激发学生们自己对友谊的思考。
通过学习，学生将能出好一份调查问卷进行调查并模仿“Teenagers’ Friendships”完成一份调查报告。
Teaching aims:After learning proje ct, the students will be able to1.have a deep a nd clear understanding of different attitudes of boys and girlstowards friendship2.know the structure of a report3.know the tips of making a questionnaire4.group themselves and divide work among themselves5.design a questionnaire and write a reportTeaching procedures:Step 1 Lead in (PPT1-4)Daily talk about friendsBoys and girls, in this unit, we have talked about friends and friendship. Tom(a boy), do you have a good friend, why? Mary (a girl), do you have a good friend?Why do you think so?All the boys have something in common and so do all the girls. So from their answers, we can find that boys and girls do have differences on the topic of “friends and friendship”. Someone has conducted a survey and written a report on this topic. In this class, we will study it and also we have to give our own report on other differences between adolescent girls and boys.[Explanation]这个project让学生比较男女生的某个差别并作出一个报告。
高中牛津英语第一单元重点词汇M5U1
模块五Unit one Getting along with others高考考点考例点拨1.I must have sounded very proud of myself after the test, saying loudly how easy it was andhow I was sure to get a good mark.（P2，line8）[考点]must + have done（p.p）意思是：一定已经做了某事，表示对过去发生的事情的肯定猜测。
[考例]----The woman biologist stayed in Africa studying wild animals for 13 years before she returned. （NMET 05，江苏）----oh, dear! She ______ a lot of difficulties!A. may go throughB. might go throughC. ought to have gone throughD. must have gone through[点拨]根据题干中“studying wild animals for 13 years”可判断出一定遇到了许多困难。
故选D。
2. We went to wash our hands in the girls’ toilets before lunch and I admitted how badly Ihad done…（P2，line 16）[考点] admit 表示承认,接纳。
常用以下搭配：admit sb. into/ to sth. /admit doing sth./.that- clause[考例] They were clearly long-standing customers, and I suppose they must have stayed faithful to him because he had promised to sell good quality fruit. He had a way with them----I had to ____that. （NMET 05，江西完型填空第44空）A. admitB. expectC. announceD. promise[点拨]根据上下文，表示“我不得不承认那点——他有……”故选A。
新教材高中英语Unit1Project练习含解析牛津译林版必修第一册
新教材高中英语：Unit 1 Back to schoolExtended reading & ProjectⅠ. 必备单词: 根据提示填写单词【词块记忆】1. a secondary school 一所中学2. an exchange student 一个交换生3. a host family 一个寄宿家庭4. marine biology海洋生物学5. alarm clock 闹钟6. the first option第一选择, 最佳选择7. bread and butter面包和黄油, 基本生活资料8. milk pudding牛奶布丁9. a rugby club 一个橄榄球俱乐部10. Chinese calligraphy中国书法【拓展记忆】11. a very tough decision一个非常艰难的决定→toughen (v. ) up the law 加强法律→lack of toughness (n. )缺乏韧性12. a great contribution巨大贡献→contribute (v. ) to social harmony为社会和谐作贡献13. Fortunately for me幸运的是→a fortunate (adj. ) person 一个幸运的人14. attract foreign investment吸引外商投资→attractive (adj. ) appearance造型美观→a tourist attraction (n. )观光胜地Ⅱ. 必备短语: 英汉双译1. over time随着时间的流逝, 久而久之2. get on well相处得好, 相处愉快3. make a contribution做贡献4. start with从/以……开始5. can’t wait for sb. to do sth. 等不及某人做某事6. make friends with 与……交朋友7. be different from 与……不同Ⅲ. 必备句式: 补全课文原句, 并体会其用法1. I like it so much that I still use it as my alarm!译文: 我非常喜欢它, 所以我现在还用它当闹钟呢!2. Although there was not as much homework as I was used to, it was still challenging.译文: 虽然没有我以前做的那么多作业, 但仍然很有挑战性。
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• The different attitudes of boys and girls towards friendship.
Analyze para.2-para.4
4. Do you share your secrets with your
best friends?
Always Sometimes Never
5. Do you think boys and girls have the
same attitudes towards friendship?
Yes
• 2. People have different a__a_tt_it_u_de_s___ towards the issue.
• 3. She r__re_s_p_on_d_e_d_ to my letter with a phone call.
• 4.He p_p_au_s_e_d__before making the important decision.
• Match the main idea with each para.
Analyze para.2-para.4
h_o_p__e__n. 希望 4.cautious adj.小心的，谨慎的_c_a__u_t_io__u_s_l_yadv.谨慎地 ca__u_t_io__n_n.小心，谨慎
5.adolescent adj&n青春期的；青少年_a_d_o_le_s_c_e_n_cne.青春期
6.respond vi回答_r_e_s_p_o_n_sne.回答
Finish a questionnaire:
Are you a boy or a girl? Boy Girl
Tick the answer which most applies to
you.
1. How many best friends do you have?
A lot A few
None
2. How often do you h五 ·高二上学期)
Unit
1
Project
Giving an oral report
1.amusement n.娱乐_a_m__u_s_e_vt.娱乐；使愉快
2.identity n.身份_i_d_e_n_ti_fy_vt.确定；识别vi认同；确定 3.hopeless adj.无望的；糟透的h__o_p_e_f_u_al dj. 有希望的
7.security n.平安_s_e_cu__r_e_adj.安全的；无虑的vt.保护vi获得
安全
8.rely vi.依靠，依赖__r_e_li_a_b_l_eadj.可依赖的n.可依靠的人
9.apology n.道歉_a_p_o_l_o_g_i_z_e___vi道歉
• 1. Be c_c_a_ut_io_u_s__ about the possible dangers.
• 5.There achievements were b_b_a_se_don hard-working.
Teenagers’ friendships
• Daily talk: • Do you have a best friend?
Teenagers’ friendships
Lead-in
No
If you choose No to Question 5, what different attitudes do they have? Girls seem to have more to talk about with their best friends than boys. Friendships between girls are usually anchored in shared emotions and support, but friendships between boys are based on shared activities or interests. Girls have more friendships than boys.
conversation with your friends?
More than three times a week
Once a week
Seldom
Never
3. What topics do you mostly talk about with your best friends? Hobbies and interests Families and friends School and study Emotions and feelings Future planes and dreams
Reading
Skimming
Read the passage fast, and find the answers to these questions: 1. What puzzles Robert? He can’t understand how girls can talk for so long.
sharing his feelings with his close
friends.
T
A girl’s best friend might be eager to
tell her about something that has
happened in her life.
T
Analyze para.2-para.4
Scanning T or F questions:
Girls have more friends than boys, according to studies. T Boys can easily name a best friend when asked. F
A boy is likely to be cautious about