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Unit 1　Knowing me, knowing you
Developing ideas
1. To get the main idea of the text through fast reading and analyze the logical relationship between paragraphs so that students fully grasp the structure of the article.
2. To use logical thinking and critical thinking to analyze the important value of being honest to others.
3. To further understand the unit topic and grasp writing characteristics of the argumentative essay so that students can use what they have learned to write an essay.
1. To learn to make suggestions in a proper way to solve the difficulties according to the actual situation.
2. To understand the general idea of the article and grasp the structural features of the argumentative essay.
3. To think deeply about life philosophy that a fable may conveys and write an argumentative essay based the topic and language goal.
New words and expressions for Period Three:
1 tangled adj. 9 deceive v.
2 frank adj. 10 justify v.
3. apart adv. 11 web n.
4 moreover adv. 12 fence n.
5 independent adj. 13 dilemma n.
6 latter n. 14 porcupine n.
7 tear n. 15 boundary n.
8 weave v. 16 quill n
Step 1 Voice your personal opinion
Activity 1
Look at the pictures and make constructive suggestions to Student B.
Topic：The fact was that you got an excellent grades in the exam. However, you best friend did badly and only scored 60 points. What would you say in the awkward situation
Step 2 Reading comprehension
Activity 2
(1) Read the passage on Page 8 and find out the meaning of “white lies”. Remind students that the phrase serves as the title of the text and appears in the article for several times.
The phrase “white lies” in the context means ____________________________________.
(2) Get the main idea of the text by skimming and scanning and meanwhile pay attention to the author’s writing aims and an overview of the essay.
The author writes the article to express__________________________________________.
Activity 3 Further reading
(1) First, have students read “Learning to learn” to know about the structural features of the argumentative essay.
An essay consists of three parts, including: ______________________________________.
(2) Then, read the essay again to get more information used for completing the diagram on Page 10. Students are expected to clearly distinguish between opinions, facts(examples) and arguments.
Introduction We know lying is wrong, so why do we tell white lies
Main body
Reason 1 To make others ____________. Reason 2 _____________________ Reason 3 ___________________
Example(s) Someone’s cooking ______ _______________________. Example(s) ______________________ ______________________ Example(s) ______________________________________
Analysis Perhaps we lie to protect ourselves ___________. Analysis Perhaps your friend wants _____________________. Perhaps they need to know _______________________. Analysis Perhaps your parents _____________________________.
Conclusion Even white lies may have results we cannot predict. So _____________________________________.
Step 3 Post- reading
Activity 4 Think and Share
(1) Students read the text for a third time and think about the questions for further discussion.
Questions 1: The “web” in the poem represents ________________________________________.
Questions 3: the difference between a lie and a white lie ① A lie refers to ________________________________________________________. ② A white lie refers to ___________________________________________________.
(2) Discuss in groups and then have some representatives of students share their experience with the class.
(3) If time permits, students are expected to give a talk on the importance of honesty following the steps presented in Activity 4.
Step 4 Before writing
Activity 5
(1) Read the writing material and understand the practical significance of the topic.
A. Porcupines are not social animals.
B. The more independent you are, the better your life will be.
C. There should be boundaries in interpersonal relationships.
(2) Guide the students to analyze the material and summarize life philosophy that a fable conveys.
Step 5 Writing an essay
Activities 6 & 7
(1) According to the passage in Activity 5, students clarify the logical framework of the essay, including brief introduction, main body and conclusion.
(2) Have students discuss the aims and viewpoint of the assay as well as supporting examples. Then complete the notes for activity 6 with key words.
Introduction Original author: ___________________________________________________________ Summary of the fable: ______________________________________________________
Main body Viewpoint:_______________________________________________________________ Supporting examples in your real life : _________________________________________ ________________________________________________________________________
Conclusion ________________________________________________________________________
(3) Students independently organize passages according to the logical framework of argumentation.
(4) Ask individual students to present their writing to the class, and teachers and other students evaluate the advantages and disadvantages of each composition.
Step 6 Language appreciation
1. Perhaps we comfort ourselves with the knowledge that most of the lies we tell are “white lies” : little lies that we tell to protect others from the truth.
[句式分析]这是一个多重复句。
(1) that most of the lies we tell are “white lies” 是________(句子成分)解释对其前面名词 “knowledge”进行解释说明，该从句中 “we tell” 是一个定语从句修饰先行词 __________，
(2) “that we tell to protect others from the truth”为定语从句修饰先行词________，而“little lies”又充当 “white lies”的__________ (句子成分)。
[尝试翻译] ____________________________________________________________
2. One of the main reasons for telling a white lie is to make others feel better.
[句式分析] the reason for sth/ doing sth 意为___________， to make others feel better 不定式短语在句中充当______________（句子成分）
[尝试翻译] ___________________________________________________________
3.You of course say that it’s wonderful, despite secretly thinking that your cat can sing better.
[句式分析] despite 意为_________, “ thinking that your cat can sing better.”为现在分词短语充当句子的__________(成分)，注意动词think与其逻辑主语you构成 __________（语态）。
[尝试翻译] ___________________________________________________________
Step 7 Homework
1. Go over the words and expressions learned in this period.
2. Polish your composition and use more advanced vocabulary and complex sentence structures.
【参考答案】
Step 1
Activity 1
I’m sorry that you didn’t reach your ideal goal in the exam. As for me, although I also made some mistakes, luckily I did a bit better than I had expected this time. Now, forget it and just work harder, and you will make great progress next.
Step 2
Activity 2
(1) little lies that are told to protect from others the truth
(2)the reasons tell white lies even when knowing lying is wrong
Activity 3
(1) introduction, main body and conclusion
(2)
Introduction We know lying is wrong, so why do we tell white lies
Main body
Reason 1 To make others feel better. Reason 2 To give others encouragement. Reason 3 To protect others from bad news.
Example(s) Someone’s cooking is “great”. Someone’s haircut looks “good”. Example(s) Your friend’s singing is “wonderful”. Example(s) Your day was “fine”.
Analysis Perhaps we lie to protect ourselves from the disappointment and anger of others. Analysis Perhaps your friend wants some frank comments from you so as to improve. Perhaps they need to know that they should look for a different hobby. Analysis Perhaps your parents want to listen to you and understand your true feelings.
Conclusion Even white lies may have results we cannot predict. So we cann’t always justify telling white lies to hide the truth.
Step 3
(1)
Questions 1: The “web” in the poem represents the complex relationship between people.
Questions 3: the difference between a lie and a white lie ① A lie refers to a statement that deviates or perverts others from the truth. ② A white lie refers to an unimportant lie, especially one told to be tactful or polite.
Step 4
Activity 5
(1) C
Step 5
Introduction Original author: Schopenhauer Summary of the fable: This fable describes that the porcupines draw close to each other in cold weather to keep warm, but keep a certain distance, so as not to stab each other.
Main body Viewpoint: The Porcupine Dilemma is a famous fable, the moral of which is to teach people to keep an distance when get along with each other. Only the appropriate distance will make people happy and harmonious. Supporting examples in your real life : ①Parents peep into their children's diaries. They deeply love their children but invade their privacy. ②Someone gives away his secret without his close friend's permission.
Conclusion Learn to respect others and know the boundaries in your interpersonal relationships.
Step 6
1.(1)同位语从句；定语从句；“little lies”；
(2)定语从句修饰先行词“little lies”；同位语；也许我们会这样安慰自己，我们说的大多数谎言都是善意的谎言－即我们为了不让别人知道真相而撒的小谎。
2.“……的原因”；“表语”；说善意谎言的一个主要原因是为了让别人感觉好一些。
3.“尽管”；“状语”；“主动关系”；你当然会说这很美妙，尽管你心里认为你的猫唱得更好。Unit 1 Knowing me, knowing you
Grammar, Vocabulary, Listening
1. Guide the students to master the basic usage of the past participle and make them use the past participle instead of the adverbial clause properly.
2. Guide students to learn how to politely decline requests and master interpersonal skills.
3. Guide the students to use appropriate verbs to describe the behavior and make suggestions in appropriate communicative terms.
4. Guide students to learn about what the communicative emotional quotient is and enhance interpersonal skills.
1. Help the students to master the rules of using the past participle, and correctly use the past participle as adverbials.
2. Train students’ listening skills to understand the general idea and details of the listening material.
3. Create situations and use communication skills learned in this period to refuse requests politely.
New words and expressions for Period One
1 annoyed adj. 9 criticize v.
2 adjust v. 10 embarrassment n.
3 duty n. 11 boxing n.
4 accident n. 12 emotion n.
5 core n. 13 measurement n.
6 ensure v. 14 refusal n.
7 complexity n. 15 by accident
8 forgive v. 16 adjust to
Step 1 Grammar--ed as adverbial
Activity 1
1. Review adverbial clauses: read the following sentences and observe the common features of main sentences and clauses.
① Because I was disappointed by his behaviour, I said all this to my best friends.
② If it is approached in this way, your friendship will soon be repaired.
③ When you are filled with anger, you tend to say whatever comes to your mind.
Notes: (1) The subject of the main clause is the same as the subject of the subordinate clause.
(2) The predicate of the subordinate clause is constructed in the passive voice—(be +v-ed).
2. Rewrite the sentences as follows.
④ (Because I was) Disappointed by his behaviour, I said all this to my best friends.
⑤ (If it is) Approached in this way, your friendship will soon be repaired.
⑥ (When you are) Filled with anger, you tend to say whatever comes to your mind.
3. Guide the students to summarize the usage of adverbials in the past participle.
(1) The students compare the two groups of examples and find the same function in the first half of the sentences: to act as adverbials.
(2) When the subject of the clause is the same as the subject of the clause, the subject of the clause is usually omitted, leaving only the past participle of the predicate.
(3) When a participle is used as an adverbial, it can indicate the time, reason, degree and result of the predicate action.
Step 2 Practice: Do Activity 2 and Activity 3
Activity 2
The students read a diary on Page 5 and rewrite the underlined sentences with the v-ed form.
① Anne was attracted by a particular article in a magazine, so she bought it. ____________________________________________, Anne bought it.
② Anne was praised in class, and she felt happy as well as ashamed. _____________________, Anne felt happy as well as ashamed.
③ Anne was shocked by the decision and did not know what to do. ______________________________, Anne did not know what to do.
Activity 3
Read the plot summary and use the correct form of the words to complete the following sentences . Students are supposed to distinguish verb-ed from verb-ing correctly.
① ________ (influence) mainly by Joy, most of Riley’s memories are happy ones.
② ________(believe) that she is Riley’s most important emotion, Joy always tries to take the lead.
③ ________ (prevent) from playing her role in Riley’s emotional development, Sadness feels annoyed.
④ ________ (separate) from her friends and her beloved hockey team, Riley starts to feel lost and helpless and wants to run away from her parents and new school.
⑤ ________ (realize) that every emotion has a role, Joy understands it is okay for Riley to feel sad.
⑥ ________ (move) to a new city, Riley has a hard time adjusting to her new surroundings.
Step 3 Tips for good interpersonal relationships
Talk about interpersonal relationships and do Activity 4, 5 & 6.
Activity 4
Read the tips and find out the words describing behaviour towards others.
Tip 1 Tip 2 Tip 3
Tip 4 Tip 5
Activity 5
Use the words to describe the different situation on Page 6.
Situation 1> Situation 4>
Situation 2> Situation 5>
Situation 3> Situation 6>
Activity 6
Discuss what you react in some different situations of Activity 6 on Page 6 and put forward reasonable suggestions.
Step 4 Listening
1. Before listening
Before listening, guide the students to read “Did you know ” so as to let students understand what EQ is about and its importance in communication. Students are expected to focus on how to say no politely by showing higher emotional intelligence.
2. While listening
Activity 7:
① Listen to the tape for the first time and understand the general idea. Then match three conversations to the pictures on Page 7.
Conversation 1
Conversation 2
Conversation 3
Activity 8:
② Play the tape again. Students take notes of the necessary information and fill in the table on Page 7.
Request Refusal
1 Tina has to leave her flat 1________. She wants to stay at Kerry’s place. Kerry thinks that 2 ________ is too long. Tina is welcome to stay for 3 __________.
2 Mike invites Ryan to 4__________ and on 5____________ Ryan cannot come, because he has to 6______ to New York at the weekend.
3 Jane would like to see Beck’s 7___________ for some ideas. Becky refuses because she thinks it is better for Jane to 8 ___________.
③ After checking the answers, have students talk about how the speakers make requests and refusals.
Step 5 Post-listening
Activity 9 or Activity 10
Student A: Student B:
Student A: Student B:
Student A: Student B:
Student A: Student B:
1. Present the sentence patterns and related expressions used in the dialogue. Students read and apply them to conversational situations.
2. Encourage students to use the useful expressions and the communication situations provided in the textbook to make up dialogues.
3. Ask pairs of students to act out the conversations about asking for a favor and refusing politely.
Step 6 Language appreciation:
1. To complete her homework quickly, she copied part of the article without thinking.
[句式分析] 不定式短语 “To complete her homework quickly” 在句中作________(成分)，表示_________ (逻辑关系)
[尝试翻译]______________________________________
2. She has a hard time adjusting to her new surroundings.
[句式分析] have a hard time意为：________________; have a hard time 后接动词时用____________; 类似结构的还有：have a good time in doing sth; have trouble /difficulty/ problems in doing sth 等等。
[尝试翻译]______________________________________
3.Accepting sadness as part of life helps Riley deal with the emotional complexity of growing up, and settle down in her new life.
[句式分析] 动名词短语 “Accepting sadness as part of life”在句中作________(成分)， deal with意为：__________; settle down 意为：___________.
[尝试翻译]______________________________________
Step 7 Homework
1. Review the usage of v-ed form as adverbial.
2. Go over the words and expressions learned in this period.
【参考答案】
Step 2
Activity 2
① Attracted by a particular article in a magazine,
② Praised in class,
③ Shocked by the decision,
Activity 3
①Influenced ②Believing ③Prevented ④Separated ⑤Realizing ⑥Moving ⑦Worried
Step 3
Activity 4
Tip 1 forgive / apologize; Tip 2 criticize; Tip 3 lie;
Tip 4 judge; Tip 5 complain;
Activity 5
Situation 1> apologize; Situation 4> judge;
Situation 2> criticize; Situation 5> complain;
Situation 3> forgive Situation 6> lie;
Activity 6
Situation 1 You forgot your best friend’s birthday, and you feel bad about it.
Your reaction I am really sorry to tell you that I didn’t go to celebrate your birthday personally and missed a wonderful chance to enjoy myself with you.
Your reasons Last week, our school held an important English speech contest. I was so busy writing a draft and practising speech that I forgot your birthday. Now I hope you could understand and forgive me.
Activity 7 略
Activity 8
② 略
③It’ better to begin with a statement of regret, such as “I’m sorry, but...”
Then explain why you make refusals, eg. I choose to.... because I am engaged in ...
Step 5
3. (suggested answers as follows: )
Student A: Good morning,Tom! Have you got a minute Student B: Hi! Kate, what’s up
Student A: Huh, I will go on a trip with my family for two weeks, but I can’t bring my pet cat together with us. I’m wondering if you could take care of it while we are away Student B: Yeah. Oh, you mean that I will be its owner I’m sorry, but I have never looked after any pets.
Student A: Don’t worry! I promise my cat is well-behaved and won’t make any trouble. Student B: En, let me see! Maybe I have to ask my parents who won’t allow me to keep pet.
Step 6
1. 状语；目的
[尝试翻译] 为了快速完成作业，她不假思索地抄了文章的一部分。
2.过得困难;现在分词(v-ing形式);
[尝试翻译] 她很难适应新环境。
3.主语；处理；安定下来
[尝试翻译] 接受悲伤是生活的一部分，这有助于莱利处理成长过程中的复杂情绪，并在新生活中安定下来。Unit 1　Knowing me, knowing you
Starting out & Understanding ideas
1. To train the speaking skills by talking about problems with the social communication.
2. To strengthen students’ reading comprehension ability by skimming, scanning and summarizing to solve comprehensive problems.
3. To think deeply and explore the meaning of the topic through understanding the main idea, understanding the details and open-ended questions and answers.
1. To talk about how to solve problems with interpersonal communication freely.
2. To master reading strategy to guess the meanings of new words from the context and apply these skills to practical use.
3. To have a good understanding of the features and organization of the reading and make a good summary of the passage.
New words and expressions for Period One.
1. agony n. 9. signal n.
2. steam n. 10. breath v.
3. loose adj. 11. concern n.
4. lip n. 12. help out
5. sink v. 13. let down
6. fault n. 14. loose lips sink ships
7. resolve v. 15. take a breath
8. strategy n. 16. pull one’s weight
Step 1 Starting out
1. Guide students to describe some people’ behaviour in the picture and talk about their different characters.
①What is he/ she doing ②What kind of person may he/she be
No. 1 No. 4
No. 2 No. 5
No. 3 No. 6
2. Have students watch the video and answer the questions on Page 1.
① What do the three conversation have in common
② What would you do in similar situations
Step 2 Pre-reading
Do Activity 1
1. Before reading the text, students are asked to discuss some problems they may face at school such as conflicts with classmates, bad academic performance or difficulties fitting in with others.
2. Have students talk about what he or she often does when facing a problem at school.
Step 3 While-reading
Activity 2
Ask students to skim the two letters to find out some information about Ben’s problems and the suggestions Agony Aunt offered him quickly by doing the multiple choice test.
1. How did Ben feel when his team lost their last basketball match
A. He felt extremely mad. B. He was extremely crazy.
C. He felt extremely amazed. D. He was extremely stressed.
2. What problem caused Ben to write a letter for help
A. He was caught in an awkward situation after a basketball match.
B. His best friend let out Ben’s secret to others.
C. Ben’s basketball team lost an important match.
D. Ben had bad academic performance at school.
3.. Whom does Ben turn to for help when he is in a mess at the moment
A. his teammate B. his best friend C. his coach D. Agony Aunt
Activity 3
Have students to scan the passage and then summarize what the letters are about. Before doing Exercise 3 on Page 4, students are asked complete the following sentences.
1. Ben felt embarrassed and ashamed that______________________________.
2. Agony Aunt offered Ben some help by ______________________________.
① First, ________________________________________________________.
② Then, ________________________________________________________.
③ Thirdly, _______________________________________________________.
3. Choose the best summary of the two letters.
A. Ben said something bad about his friend, and Agony Aunt told him to apologize to his friend.
B. Ben was angry that his team was let down by some members, and Agony Aunt told him to take it easy.
C. Ben didn’t play well in the match, and Agony Aunt advised him to apologize to his teammate.
D. Ben was in an awkward situation, and Agony Aunt gave him suggestions as to how to deal with his problems.
Activity 4
1. Have students read the text for the third time and lead the students to further comb the text content and structure, test the students' ability to understand the text details and integrate information.
2. Students read the text carefully and use the expressions in the text to complete the table.
Ben’s problems Agony Aunt’s suggestions
I was disappointed with my teammate because I felt 1._________ by him. You should 4.______. You need to work together, and that means 5.____ and 6. ______.
I told my best friend that my teammate was to blame, just 2.____________. Tell your best friend you’re angry with him for 7.___ and 8._____, but that you want to move on.
My best friend 3._____________. I don’t know what to do. Don’t 9.________ when you’re angry. Always remember:10._________________.
Now match the suggestions to Ben’s problems.
___________________________________________________________________
Step 4 Post-reading: Think and share
1. Students are encouraged to expand and transfer their knowledge and thinking ability while improving their understanding of the topic.
2. Students further evaluate the suggestions put forward by Agony Aunt and are able to offer their own advice to Ben.
3. Voice your opinion about the understanding of the saying “ Silence is golden.”
Step 5 Language appreciation
1. Disappointed by his behaviour, I said all this to my best friend.
[句式分析] Disappointed by his behaviour 是一个过去分词短语，在句中作______,表示_______(逻辑关系)。
[尝试翻译] ____________________________________________________.
2. We should always be able to trust those closest to us.
[句式分析] closest to us在句中意为 “__________” ,为形容词短语作______修饰those. closest to us 相当于定语从句 who are closest to us.
[尝试翻译] ____________________________________________________.
3. If you feel one of your teammates isn’t pulling his weight, then raise your concerns in a professional way with your coach.
[句式分析] pull his weight意为 “_______”, raise your concerns意为 “________”,本复合句的主句为___________ 语气的句式。
[尝试翻译] _____________________________________________________
Step 6 Homework
Suppose you will travel to Peru, write a short essay about your three-day tour plan.
【参考答案】
Step 3
Activity 2 1-3 AAD
Activity 3
1. he said his teammate did badly and let his own basketball team down, which was told everyone else by his best friend
2. by making suggestions
①apologize to Ben’s teammate
②talk to Ben’s friend
③think about his own behaviour
3. D
Activity 4
1. our own team were let down
2. letting off steam because I was so angry
3. went and told everyone else what I had said
4. apologize to your teammate
5. communicating with each other clearly
6. resolving conflicts
7. repeating what you said
8. making the situation worse
9. say too much
10. think first, speak later
Step 4
①There is an old Chinese saying, “Silence is golden. ” which is publicly believed in our life. However, I think that each coin has its two sides. Take my experience for example. If the problem lies in myself, I should apologize timely and explain the whole matter; if the problem lies in my friend, I don’t just keep silent. Instead, I find proper ways to communicate with him and dissolve misunderstanding.
②You may have heard the proverb silence is golden. This means silence is of great value. However, It is sometimes better to say nothing than to speak.
Step 5
1. 状语（成分），原因(逻辑关系)
[尝试翻译] 我对他的行为感到失望，于是就把这一切告诉了我最好的朋友。
2.与我们最亲近；后置定语
[尝试翻译] 我们应该始终能够信任我们最亲近的人。
3. 尽职尽责；提出你的担忧； 祈使句
[尝试翻译] 如果你觉得你的队友没有尽职尽责，那就以专业的方式向你的教练提出你的担忧。读后感
文体指导
本单元的写作文体属于读后感，简单来说就是就一本书或一篇文章等发表自己的读后见解。读后感由阅读而引出感想。开头先简明扼要、开门见山交待清楚读了什么，有什么感想，并采用夹叙夹议的形式结合生活事例谈具体感受。
[基本框架]
1．开头(beginning)——引入要评论的主题，并写出简介或摘要；
2．主体(body)——写出论点，并举出正面或者反面的例证；
3．结尾(ending)——得出最终结论并总结评论主题的相关意义。
[常用词块]
1．be deeply impressed with the story对故事印象很深刻
2．have the same experience with him和他有同样的经历
3．understand the truth behind it明白其中的道理
4．say for example that举例说明
5．put it into practice把它付诸于实践
[常用语句]
★精彩开头
1．This fable describes a story between a wolf and a goat.
这则寓言描述了一头狼和一只羊的故事。
2．The story about Mr Ye and the dragon goes like this.
叶公与龙之间的故事是这样的。
3．We all know the story about the farmer and the snake.
我们都知道农夫与蛇的故事。
★丰满主体
1．We have all surely had the experience of being cheated by people around us.
我们肯定都有过这样的经历，被我们身边的人欺骗。
2．One of the main reasons for doing so is that we trust others so easily.
这样做的其中一个原因就是我们太容易相信别人。
3．No one can prove to us，to what extent，we can believe it.
没人可以给我们证明可以在多大程度上相信它。
★余味结尾
1．In conclusion，I'd like to point out that we should never have pity on people who are as evil as the snake.
最后，我想指出我们决不要可怜像蛇一样的恶毒的人。
2．After reading it，I find every second in life is very precious.
读完后，我觉得人生的每分每秒都是宝贵的。
3．We should spare no effort to study hard and overcome the difficulties before us.
我们应该不遗余力地努力学习，克服我们面前的困难。
学以致用
读下面经典寓言故事《农夫与蛇》，并根据要求写一篇文章。
1．你对这则寓言的理解；
2．举例说明；
3．总结并思考。
要求：
1．词数：80左右；
2．可适当增加细节，以使文章连贯；
3．提示词：Aesop伊索；fable寓言； evil邪恶的；有害的
Once upon a time，on a cold winter day，the farmer who had gone home from the market found a snake on the roadside. He thought it was frozen and stiff (僵硬的)，so he put it in his arms and let it wake up. The snake was frightened，and when it fully recovered，it instinctively bit the farmer and finally killed the farmer. Before he died，the farmer regretted very much and said sadly，“I want to do good，but because of my shallow knowledge，I hurt my life，so I got this kind of reward.”
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【参考答案】
学以致用
[参考范文]
Of all the fables of Aesop，I am deeply impressed with The Farmer and the Snake. The fable goes like this：A farmer saved a frozen snake，which killed the farmer at last.
Many of us have all surely had the experience of being hurt by the people you ever helped. Some old people lied the helper hurt them and got a lot of money. But on the other hand，some people in trouble died because of lack of timely help.
It is very important to extend our helping hands. But remember to help the people who are really in need.

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