北师大版高中英语必修5Unit13教案4 First Impressions教学设计
【公开课教案】北师大必修五Unit 13 People Lesson 4 First Impressions
Unit 13 PeopleFirst Impressions一、教学目标To learn the vocabularies in the text.二、重点难点Teaching Key Point:How to help students use reading strategies to infer from the text . Teaching difficult point:How to figure out six factors in a narrative.三、教学过程1Lead－in：(1) Question:What’s your first impression of the woman?Watch a short video and see whether your judgments are right. (2) Discussion:Have you ever met someone you didn’t like, who later became your friend? Tell the class.Example: The first time I met Tom, he seemed very bad-tempered! Then……2Fast Reading：Read the text quickly, and then try to identify what style the text is.A. Narrative(记叙文)B. Exposition (说明文)C. Practical writing (应用文)D. Argumentation (议论文)3Careful Reading：Find the six factors in this story.When (time):______________________________________________ Where (place): ______________________________________________ Who (character):_____________________________________________ Why (cause):________________________________________________ Process (course):_____________________________________________ How (outcome):_____________________________________________ 4Inference Reading：(Part1) Questions:Do Jane’s impressions of Jenny stay the same from beginning to end?If not, how do the impressions change?2.What kind of person do you think Jenny is?___A.Very selfish.B.Very kind, friendly and helpful.C.Very generous.D.Very humorous.(Part2) True or false:Use the reading strategies; underline the important words in the sentencesbelow and decide whether they are true or false.1. Jane was pleased when Jenny started singing.2. Tennyson must be a famous poet.3. Jane first saw Jenny near the “English Literature” section.4. Jane was upset that she had left her book in the library.5. Jane didn’t feel that it was necessary to apologize.5Post－reading：DiscussionWhat are your first impressions of your deskmate or friend?Where and when you met?What he/she was doing?What he/she said or did?What he/she seemed like?You can use these words:classroom, school gate, at the first day of September, walking, talking with others, pretty, handsome, cute, serious, selfish, cheerful, shy, brave, kind, difficult, helpful, outgoing, active, careful, independent, dependent, clever, stupid, funny, ------四、课堂小结During this class we have learnt many words to describe different persons and also we know how to describe the first impression.。
Unit13Lesson4Firstimpression 教案-北师大版高中英语必修五
Unit 13 Lesson 4 First Impressions(Reading) 教案I. Teaching Aims:By the end of this lesson, the students should be able to:1.Analyze the six factors and basic structures of a story.2. Find out words which described the changes of the feeling of the author3.Finish relevant reading exercises with proper reading strategies.II. Teaching Important and Difficult pointsTo practice using different reading strategies for different tasks.III. Teaching Methods:1.Raising question approach2.Task-based approach3.DiscussionV. Teaching Steps:Step 1 Lead-inTalk with students through the following question:If you are reading books in the library, someone is keeping disturbing you. What is your attitude to her?Step 2 While-reading1.Fast- reading1)Skimming: Identify the style of the text.★A. Narrative (记叙文) B. Exposition（说明文）C. Practical writing (应用文）D. Argumentation（议论文）2)Scanning: Find the six factors in the storyWhen (time): the day that I met my best friend for the first timeWhere (place): in the local libraryWho (character):Jane& JennyWhy (cause):Jenny annoyed Jane in the libraryWhat (course):Jenny returned the textbook to Jane and forgave Jane’s rudewords.How (outcome):They became good friends.2.Careful-reading1)Read the text again carefully, and work in pairs to fill in the table according tothe text.(keys: 1. revision 2. disturbed 3. singing 4. sensitive 5. selfish 6. glaring 7. leaving8. upset 9. relief 10. grateful 11. apologized 13. forgave)2) Find out the changes of Jane’s feelingsHow did Jane’s feeling change?I was getting more and more annoyed......it made me even angrier...I was so upset that I almost cried.I sighed with relief...I was so grateful...I was filled with shame and I apologized several times.I felt so guiltyI often think how lucky I amStep 3 Post-readingThrough this lesson, what have we learned? Let us think about it. Who know? From today’s lesson, we find that it’s wrong to judge people by your first impressions on them. Great! We should respect each other, understand each other. Well done! We should control our temper when we angry. Good job! Thank you all!Step4 Homework1.Read through the whole text for better understanding.2.Finish the exercise 5 on p15.。
教案-first-impression
教学基本信息
课题
Unit 13 lesson4Reading:First impressions
是否属于地方课程或校本课程
否
学科
英语
年级
高二
相关领域
语言教学
教材
书名：《高中英语》出版社：北京师范大学出版社
教学设计参与人员
姓名
负责课时
联系方式
设计者1
Ask Ss to work in pairs and complete the exercise in their handouts Ex. IV and summarize how to express one’s feelings with different part of speeches.
Asks Ss to read the first part of the article and find out the aspects Jane has described about her first impressions of Jenny.
To learn and understand how todescribe first impressions.
Asks Ss to think about their first impressions of one of their classmates with the beginning of“The day that I ______ (meet) Tom for the first time,…”.
郑津
第一课时：阅读
教学背景分析
【教学内容】
本课选取的是新课标北师大版教材，第五模块第13单元“People”。本课为该单元第四课“First Impressions”。这是一节阅读课，文章通过两个女生的故事，阐述人与人之间的第一印象并不一定准确，可能会发生改变。在授课过程中，教师将引导学生深入挖掘文本，探究如何描写对某个人的第一印象、如何描述人的情绪变化，让学生理解在评判一个人时，不能根据第一印象做出主观臆断。具体来说，该篇文章具有以下特点：
北师大版高中英语必修五Unit 13《 Lesson 4 First Impression》教案 2
Unit 13 PeopleLesson 4 First Impressions 教学设计ⅠTeaching objectives1.Knowledge objectives: to build up an area of vocabulary associated with people and learnsome useful expressions to describe first impression.2.Ability objectives: to practise talking and writing about one’s experience of meeting someonefor the first time.3.Moral objectives: we should behave ourselves to leave others a good impression, but notjudge a person only from their first impression.ⅡTeaching important points:1.To learn and master the new words related to first impression.2.To enable students to understand the text better.ⅢTeaching difficulties:1.How to make students to understand the long article in the shortest time.2.How to encourage students to talk about their own experience in English.ⅣTeaching type: a reading lessonⅤTeaching methods:1. Task-based teaching method;2. Question-and-answer activity method3. Individual, pair, or group work to make students involved in the classⅥTeaching aids: the multimedia computer; Blackboard; chalk.ⅦTeaching procedures：Step 1 Lead in1.Show four pictures on the blackboard and make students to tell me their impression of thesepeople.2.Ask students to discuss some questions on the screen and introduce the topic of this lesson☆Watch a video and find outWhat is the man’s impression of the old woman at the first sight?What can we learn from the story?Step 2 V ocabulary review and pre-reading1.Review and learn the meaning of the key words which will appear in the text2.Match these words with their English meaning on the computerStep 3 Fast-reading1.Skim the whole passage and try to do the T/F.2.If the statement is wrong, ask them to correct it by finding evidence in the textStep 4 Detailed-reading1.Present questions on the screen and ask students to read the text again and answer thequestions individually.2.After they finish the question, remind them to check answers with deskmates3.Check the answers one by one in the class.Step 5 Post-reading (speaking and writing)1. Encourage students to make notes about the first time you met someoneWho/when/where you metWhat he/she was doingWhat he/she said or didWhat he/she seemed like2.Students work individually and then exchange their ideas with group members.Post-Reading☆Complete the paragraph below with the correct form of the following words.glance, annoy, recognize, concentrate, disturb,resist, whisper, glare, inconsiderate, gratefulJanet was 1) on writing an essay when a noise 2) her. She 3)Her brother’s whistling. “Shh” she 4),5) at him quickly. The noise didn’t stop. Janet 6) the urge to scream and instead 7) at him angrily. “Please stop it, Simon. You are being very 8) ,” she said. But still he didn’t stop. Janet was now very 9).Just then her father called Simon out of the room. Janet smiled, feeling 10) to her dad. Answers:1concentrating 2 disturbed 3 recognised 4whispered 5glancing 6resisted 7glared 8inconsiderate 9annoyed 10gratefulStep six HomeworkWrite a passage about your experience of meeting sb that you didn’t like at first but later you became good friends.。
Unit 13 People Lesson 4 First Impressions 教学设计3-优质公开课-北师大必修5精品
通过回答这三个问题，导入本课话题“第一印象”，并激发学生对本课的学习兴趣。
Step 2
Fast reading
1) Ask students to skim the passage and try to identify the style of the text.
通过复述故事巩固所学内容。
四、板书设计
Lesson 4 First Impressions
Feelings Impressions
Beginning anxious, annoyed,
angry Selfish
Turning point upset, grateful, kind & helpful
3) Ask students to match each part with its main ideas.
Students read the story quickly and get style, general idea and structure of the text.
通过快速阅读，识别文章的文体，了解故事的情节以及故事的结构。
Unit 13 People
Lesson 4 First Impressions教学设计
一、教材内容分析
本课是13单元的第4课，以“第一印象”为主题，主要讲述的是两位好朋友初次相遇时的尴尬故事，目的是说明人与人之间要多些宽容和友好。本课是阅读课，侧重对学生阅读策略的培养，能够让学生掌握记叙文的阅读方法，并体会文中主人公心理活动的变化。
1) Do you think first impression is important?
lesson 4 First Impressions教学设计
北师大版高二必修5 unit13Readinglesson 4 First Impressions1.教材背景：本节课选材于北师大版高中英语13单元的第四课，以“第一印象”为题，课文讲述的是一位女学生与一位留给自己糟糕的第一印象的同龄女孩成为好朋友的故事。
作为阅读文本，该文除了是理想的训练学生通过略读把握故事大意的载体，还便于教师引导学生抓住人物情感和关系的变化这一主线梳理故事情节，推断人物性格，实现对文本的深层次理解。
在对人物性格有了清晰的认识后，教师还可以顺势引导学生思考第一印象对于人际交往重要与否，可靠与否。
学生的阅读与思考应该能帮助他们对第一印象与人际交往形成正确的认知。
选材特点：1）故事情节清晰。
以作者情感变化为主线，体会描写心理变化的微技能。
2）主人公是一个懂得感恩，懂得反思，心地善良的人。
故事中出现的另一个主要人物也是一位心地善良，幽默，包容别人，很快能够忘掉不愉快的事情，多看对方的优点的人。
有利于帮助学生如何和人相处。
3）语言简单地道，适合引导学生发散思维。
2.学生背景海口市一中高二年级学生特点：有一定的阅读理解能力，能够通过老师的引导把握文章大意，体会人物描写的语言特点和技巧：具有一定的英语表达能力，对文章中出现的冲突和矛盾能够发表自己的观点：具有一定的推理判断能力，能够根据故事的发展体会作者情感变化。
2.教学目标1）通过略读概括文章大意2）通过故事情节的发展体会作者的情感变化3）通过讨论分析故事情节推断出两个主要人物的性格特点3.教学重点：1）帮助学生理清故事发展脉络，2）体会作者心理变化，3）阅读理解环节中能够对获取的关键信息做出概括整理。
4.教学难点：1)侧重课文的整体理解及情感体验，引导学生清晰地理出故事的发展脉络，提取文章的细节信息，了解部分内容的言外之意，进行初步的输出活动。
2）分析和推断人物性格教学方法：任务型教学法设计原则：本课的设计基于学生英语核心素养的发展，始终关注内容，语言，和思维三个维度有机结合，综合而有侧重地进行教学设计。
北师版英语必修5讲义：unit13sectionⅳfirstimpressions
Section ⅣFirst Impressions根据提示写出下列单词1．____________adj.过敏的2．____________n. 忧虑，担心____________adj. 忧虑的，担心的3．____________vi. 怒视，瞪4．____________n. 部分5．____________vi. 瞥一眼6．____________v. 证实7．____________n. 罪____________adj. 不安的；有罪的8．____________n. 缺点，短处9．____________n. (银行)账户____________n. 会计10．____________n. 笼子【答案】 1.allergic 2.anxiety；anxious 3.glare 4.section 5.glance 6.confirm7.guilt；guilty8.shortcoming9.account；accountant10.cage根据提示补全下列短语1．glare __________怒视2．come/spring __________ mind突然想到，猛然想到3．__________ be honest 说实话4．can't help __________ sth. 禁不住要做某事5．compare...________ ... 把……比作……6．be allergic __________ 对……过敏7．apologize to sb.________ sth. 因……道歉8．be anxious__________ 为……担心9．pick __________ 捡起；开车接人10．refer __________ 参考，查阅【答案】 1.at 2.to 3.to 4.doing 5.to 6.to7.for8.about9.up10.to根据提示补全下列教材原句1．If Jenny __________ a kind person who was willing to forgive my shortcomings，I __________ never have experienced such true friendship.珍妮要不是如此体贴，宽容我的缺点，我就永远不会享受到如此真挚的友谊。
北师大版高中英语unit 13 lesson 4 first impression教案
北师大版高中英语unit 13 lesson 4 firstimpression教案Unit 13 Lesson 4First Impression。
I. Teaching aims:。
1.Knowledge aims:。
(1) To help the students learn some words and expressions: impression, content, introduce, evaluate, etc.(2) To help the students learn a sentence pattern: Make a good/bad/_ impression on someone.2.Ability aims:。
To help the students learn how to introduce themselves and give others a good impression.3. Emotional aims:。
To help the students understand the importance of first impression, and build up self-confidence in English.II. Teaching key and difficult points。
1.To help the students learn a sentence pattern: Make a good/bad/_ impression on someone.2.To help the students understand the importance of first impression and build up self-confidence in English.III. Teaching aids:。
1. A projector.2. Some pictures.IV. Teaching procedures。
北师大版高中英语必修五 Unit 13 People Lesson 4 First Impression 教案
Unit 13 People Lesson 4 First ImpressionTeaching aims:☆Students are able to analyze the six factors and basic structures of a story.☆Students are able to finish the practices with the reading strategies.☆Students are able to use different expressions to describe the feelings in the first impression. Teaching important and difficult points:☆To find out the six factors and basic structure of the story.☆To finish the summary of the text.Teaching aids:☆Pictures about first impression, blackboard, ect.Teaching procedures:Step ⅠPre-reading1. Teacher asks students to talk about their first impressions of their classmates and then show a picture to tell that the first impression may be not right.2. Teacher asks students to review the six factors in a story and learn the basic structure of a story. Step ⅡWhile-reading☆Task 1 scanStudents match the main ideas with paragraphs to practice reading strategy--scan.☆Task 2 detailed readingPart 1 : Practice 1 students fill in the table by finding out the key factors;Practice 2 students answer the questions to get the detailed information;Practice 3 students fill in the blanks to learn the feelings in different stages before climax1. Part 2: Practice 1 students fill in the table by finding out the key factors;Practice 2 students fill in the blanks to learn the feelings in different stages before climax2. Step ⅢPost-reading☆Task summaryStudents use the right words to finish the summary of the story.Step ⅣAssignmentFinish the exercises in p60 in the textbook.1。
北师大高中英语必修五unit13lesson4firstimpressions
Iglancedatthebook'scover.(P14,Para.1)我扫了一眼 那本书的封面。
5．glancevi.&n．瞥一眼，匆匆看一眼
点拨glance作不及物动词时，常与介词at连用。如： Heonlyhadtimetoglanceattheheadlineinthenewspaper.他 只有匆匆看一眼报纸大标题的时间。 拓展ata(single)glance一眼；只一眼；立刻
拓展leave...alone别管，别碰，别惹；让一个人待着 运用完成句子
(1)Themenhadallrunaway,______le_a_v_in_g_o_n_l_y_o_l_d_w_o_m__en_ a_n_d_c_h_i_ld_r_e_n_b_e_h_in_d__(只留下老年妇女和孩子)． (2)Mike______l_e_ft_h_is_m__o_n_e_y_b_eh_i(n忘d 了带钱)whenhe wentshopping. (3)_____L__e_av_e_m__e_a_lo_n_e(别管我)！Ionlywanttohavearest.
拓展withgreatanxiety非常担忧，十分焦急地 giveanxietyto使……担心 anxiousadj.忧虑的，担心的 beanxiousabout对……忧虑，担心，害怕
运用完成句子 (1)Sheiswaitingforherson'sreturn_____w_i_t_h_g_re_a_t_an_x_i_e(t十y 分焦急地)． (2)Thecomplexsituation___g_iv_e_s_a_n_x_ie_t_y_to___(使……担心) theleader. (3)It'sraininghard.Mrs.Lin__i_s_a_n_x_io_u_s_a_b_o_u_t/_is_f_il_l_ed_w__it_h___ ___a_n_x_i_et_y_a_b_o_u_t ___(担心)herhusbandwhoisworkingonaship.
高中英语北师大版必修5《Lesson4 First Impressions》省级名师优质课教案比赛获奖教案示范课教案公开课教案
高中英语北师大版必修5Unit13 People《Lesson4 First Impressions》省级名师优质课教案比赛获奖教案示范课教案公开课教案【省级名师教案】1教学目标1 To learn some new words and phrases2 To get the main idea of the text2学情分析本单元主题是“人”,以及人与人之间的相处。
学生要在充分预习的基础上,了解文章的大意,并且在学习文章的基础上理解如何才能真正的运用好第一印象,学会正确的为人处世的原则,不要以貌取人,树立正确的世界观。
3重点难点1 how to retell the text2 how to use the first impression correctly3 how to master the important words and phrases4教学过程4.1第一学时教学活动1【导入】First ImpressionDo you think the first impression is important?If the first impression is not good,will two persons become good friends?Do you have the same experience?please tell us.2【活动】reading☆Read the text and answer the questions.Ask students to read Para1-3 and answer questions 1-41) Where does the story take place?In the local library。
高中英语(Lesson 4 First Impressions)公开课教案 北师大版必修5 教案
Let the students try to finish the rest of the writing and make up a story.
学习并尝试依据自己所写的与人初遇的情景续写完一个故事，
实践如何描写与人初遇时的情景。
Step 5
Let the students work in group to polish their writing according to the writingrequirements.
学生通过相互评改修正、查缺补漏，进一步加深对写作的基本要素的认识以便更好掌握。
◆Fill in the form and answer two questions.
◆加深学生对课文的印象，使学生认识写作的基本要素和关键字词对描述事件的重要性。
◆通过回答问题让学生明白“behavior”与“impression”的密切关系。
Step 3
◆Check the answer and analyze the key points in detail.
Lesson 4 First Impressions
第二课时
Second Period
教学目标：
在本课学习结束时，学学活动
Activities
设计意图
Intentions
Pre-writing
Step 1
◆Tell the students the purpose of this class.
Guide the students to answer the following question.
What basic factors are needed in writing the first time you met someone?
高中英语北师大版必修5 Unit13 People《Lesson4 First Impressions》优质课教案省级比赛获奖教案公开课教案
高中英语北师大版必修5Unit13 People《Lesson4 First Impressions》优质课教案省级比赛获奖教案公开课教师面试试讲教案(名师授课教案)1教学目标1 To learn some new words and phrases2 To get the main idea of the text2学情分析本单元主题是“人”,以及人与人之间的相处。
学生要在充分预习的基础上,了解文章的大意,并且在学习文章的基础上理解如何才能真正的运用好第一印象,学会正确的为人处世的原则,不要以貌取人,树立正确的世界观。
3重点难点1 how to retell the text2 how to use the first impression correctly3 how to master the important words and phrases4教学过程4.1第一学时教学活动1【导入】First ImpressionDo you think the first impression is important?If the first impression is not good,will two persons become good friends?Do you have the same experience?please tell us.2【活动】reading☆Read the text and answer the questions.Ask students to read Para1-3 and answer questions 1-41) Where does the story take place?In the local library。
北师大版高中英语必修5Unit13教案4 First Impressions教学设计
4 First ImpressionsObjectives■To practise reading for inference.■To practise making opposites of adjectives using a prefix.■ To practise talking and writing about one’s experience of meeting someone for thefirst time.Possible problemSome studentsmay have difficulty “reading between the lines” if they find too manyunknown words in a text.BackgroundAlfred Tennyson (1809-1892) an English Poet who was made Poet Laureate, andwhose works includeThe Change of the Light Brigrad.Quote: Wilson Mizner (1876-1933) was a successful US businessman.Routes through the materialIf you are short of time, set Exercise 5 and 8 for homework.If you have time, do the Options.If you have two periods for this lesson, a suitable natural break is after Exercise 5.ReadingBefore you startExercise 1■Read the example sentence with the class. Elicit suggestions for how this storycould continue.■Students then work in pairs sharing experiences they have had.■Ask students if the opposite has ever happened to them, i.e. they met someone theyliked and later didn’t like. Get them to tell such stories to each other. Ask them whichsituation happens most often.Read to learnExercise 2■Have students read through the questions before reading the text.■Students read the text silently and find answers to the questions.■ When checking students’ answers, ask them to read out the section of text whichgives the answer. When giving answers to question 5, encourage students to supporttheir point of view by referring back to the text.Answers1 in the local library2 poetry3 an important science exam4 She heard someone humming behind her5 (suggested answer) friendly, warm-hearted, forgiving6 She asked a librarian and got it from the library files.7 (open question)■In pairs, students do question and answer exercise.Exercise 3■Read the strategies with the class.■Look at the example item with the class.■Students work in pairs underlining the important words in the sentences.■Check answers to this stage of the exercise before moving on.Answers2 poet3 near the poetry section4 upset5 didn’t feel … necessary■Students then find the relevant parts of the text and decide if the statements are trueor false.■When checking answers, have students correct the false statements.Answers1 F2 T3 T4 T5 FExercise 4■Students work individually replacing the underlined phrases with words from thetext.■Check answers by having students read out the sentences.Answers1 glared at2 annoyed / concentrate3 recognise4 so inconsiderate5 was grateful6 resist7 disturbing8 whispered 9 glanced 10 frowned angrilyExercise 5■Read the given words with the class.■Students complete the paragraph individually. Ask them to pay attention to theproper use of the form.■Check answers as a class by having students read out the paragraph.Answers1 concentrating2 disturbed3 recognised4 whispered5 glancing6 resisted7 glared8 inconsiderate9 annoyed 10 grateful■If time permits, get students to work in pairs and think of their own similarexperience as the girl. Write down the notes and tell their own story of the firstimpression.■If there is no time left, leave it as homework.。
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4 First Impressions
Objectives
■ To practise reading for inference.
■ To practise making opposites of adjectives using a prefix.
■ To practise talking and writing about one’s experience of meeting someone for the first time.
Possible problem
Some students may have difficulty “reading between the lines” if they find too many unknown words in a text.
Background
Alfred Tennyson (1809-1892) an English Poet who was made Poet Laureate, and whose works include The Change of the Light Brigrad.
Quote: Wilson Mizner (1876-1933) was a successful US businessman.
Routes through the material
If you are short of time, set Exercise 5 and 8 for homework.
If you have time, do the Options.
If you have two periods for this lesson, a suitable natural break is after Exercise 5. Reading
Before you start
Exercise 1
■ Read the example sentence with the class. Elicit suggestions for how this story could continue.
■ Students then work in pairs sharing experiences they have had.
■ Ask students if the opposite has ever happened to them, i.e. they met someone they liked and later didn’t like. Get them to tell such stories to each other. Ask them which situation happens most often.
Read to learn
Exercise 2
■ Have students read through the questions before reading the text.
■ Students read the text silently and find answers to the questions.
■ When checking students’ answers, ask them to read out the section of text which gives the answer. When giving answers to question 5, encourage students to support their point of view by referring back to the text.
Answers
1 in the local library
2 poetry
3 an important science exam
4 She heard someone humming behind her
5 (suggested answer) friendly, warm-hearted, forgiving
6 She asked a librarian and got it from the library files.
7 (open question)
■ In pairs, students do question and answer exercise.
Exercise 3
■ Read the strategies with the class.
■ Look at the example item with the class.
■ Students work in pairs underlining the important words in the sentences.
■ Check answers to this stage of the exercise before moving on.
Answers
2 poet
3 near the poetry section
4 upset
5 didn’t feel … necessary
■ Students then find the relevant parts of the text and decide if the statements are true or false.
■ When checking answers, have students correct the false statements.
Answers
1 F
2 T
3 T
4 T
5 F
Exercise 4
■ Students work individually replacing the underlined phrases with words from the text.
■ Check answers by having students read out the sentences.
Answers
1 glared at
2 annoyed / concentrate
3 recognise
4 so inconsiderate
5 was grateful
6 resist
7 disturbing
8 whispered 9 glanced 10 frowned angrily
Exercise 5
■ Read the given words with the class.
■ Students complete the paragraph individually. Ask them to pay attention to the proper use of the form.
■ Check answers as a class by having students read out the paragraph.
Answers
1 concentrating
2 disturbed
3 recognised
4 whispered
5 glancing
6 resisted
7 glared
8 inconsiderate
9 annoyed 10 grateful
■ If time permits, get students to work in pairs and think of their own similar experience as the girl. Write down the notes and tell their own story of the first impression.
■ If there is no time left, leave it as homework.。