Unit 1 Good Friends

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Unit 1 Good Friends

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    Unit 1 Good Friends

    Teaching objectives and demands:

    The activity is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.

    Ask the students to describe a good friend and give examples of situations where friends have helped them. Use the activity as a brainstorming session done either in groups or with the whole class. Language use: Manipulate listening, speaking practice

    Key points:

    1. Everyday English for communication.

    2. Words and useful expressions

    The First Period

    Step 1. Warming up

     Students are asked to describe themselves and a friend. You can use these questions in at least two different ways. One alternative is to ask the students to think about three words to describe themselves and then let each student tell the class the three characteristics they have chosen. A second alternative would be to ask the students to write down the three characteristics and let other students guess who is being described. As with the first part, the objective is to elicit student language and get the students to think about friends and friendship.

    Which words can be used to describe the characteristic?

    Brave: courage fearless heroic

    Scared : astonish fearful frightened horrified shocked terrified timid

    Loyal: devoted faithful

    Wise: bright clever cute gifted intelligent smart well-learned witty Foolish: silly stupid

    Beautiful: attractive breath-taking charming cool cute elegant eye-catching good-looking graceful inviting lovely neat pretty splendid stunning

    Rich: wealthy plentiful

    Funning: amusing humorous

    Happy: carefree cheerful contented delighted glad high merry pleased

    Unhappy: bitter blue discouraged displeased heavy miserable sad upset

    Step 2. Listening

    The students will hear friends discuss common problems that may occur in a friendship. The students are asked to identify the problems and suggest solutions. Tell the students that friends sometimes have problems and that it is important to know how to solve the problems. The students will hear three arguments between friends and are asked to write down the problems and suggest possible solutions. It may be necessary to divide the task into two parts; first the students write down the problems as they listen to the tape, and then they discuss possible solutions. The students can also listen to one situation at a time and discuss solutions with the whole class. Key

    1.Peter is often late for football practice. I think that he should try to be on time in the future. 2.Mary usually borrows things without asking and she doesn’t return things on time. She should ask the owner is she wants to borrow something and try to return it on time in the future. 版权所有@高考资源网- 1 -

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3.Adam borrowed John’s CD player yesterday and now it is broken. Adam can ask his uncle to fix it.

    Extension the students are asked to think of other situations/problems involving friends and role-play or discuss the issues. You may also ask the students to list or discuss what methods are most effective when you want to solve problems in a friendship.

    Workbook P85


    Students will hear about problems friends may have and what can be done to solve such problems. The students are asked to write down the solutions mentioned on the tape and to think of other solutions. Ask the students to listen to the tape and write down the solutions suggested by the speaker. You can help the students prepare by first asking them to think about problems they may have had with their friends. The solutions mentioned on the tape are simple and general. Encourage the students to think of better, more specific solutions. What would they do if they had a quarrel with a friend? How do they talk to their friends about difficult things? How do they keep secrets from becoming rumors?

    Listening text Everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. A common problem between friends is that they don’t know how to talk to each other about difficult

    things. When they do talk, they often get mad with each other. What can they do? Well, it takes time to learn how to communicate well, and it is important to understand why a friend gets angry with you when you say something. If you know what it is that makes your friend angry, then you can try to talk about the problem in a different way.

    Another problem that many friends have to deal with is what to do after one of them gets angry or upset. If friends get angry with each other and say something bad because they are angry, they often find it difficult to apologize after the quarrel. The best way to apologize after a quarrel is simply to start by telling each other that you are sorry and then go from there. A simple apology is often enough and is a good starting point. What about friends who can’t keep a secret? Sometimes it seems impossible to keep a secret from becoming a rumour that everyone knows. Shouldn’t a good friend be able to keep a secret? Perhaps, but it is not always that easy to keep a secret, and telling a secret to someone will often put them in a difficult situation they may have to lie to other friends

    to keep the secret. The best way to make sure that a secret doesn’t become a rumor is simply to keep it to yourself don’t tell anyone.

    Answers to Exercise 1

    Problem: Friends get angry with each other when they try to talk about something difficult. Solution: Try to understand your friend/Try to talk about the problem in a different way.

    Problem: Friends don’t know how to apologize.

    Solution: Start by telling each other that you are sorry and take it from there. A simple apology is

    often enough.

    Problem: Some friends don’t know how to keep secrets.

     Solution: Keep your secrets to yourself.

    Step 3 Speaking

    The students will use the information about the people on SB page 2 to talk about likes and dislikes and to practice giving reasons for their opinions. Tell the students to work in pairs. Ask the students to complete the chart on page SB page 3 and then use the answers to talk about who could be friends and what they like or dislike. Ask each pair to decide who could be friends and give reasons for their 版权所有@高考资源网- 2 -

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    decisions. When they have made their decision, ask them to compare and debate their ideas with other pairs. Encourage different answers, including strange ones.

    P3 work in pairs

    Name John Steve Peter Ann Sarah Joe

    Age 15 14 15 16 14

    Gender boy boy boy girl girl boy

    Likes football/ singing rock music computers reading rock

    reading skiing computer rock music novels music

    reading singing dancing football skiing

    singing surfing



    Dislikes singing hiking football hiking rock music football

    rock music football classical music classical dancing hiking

    computer rock music dancing music computers


    Extension The students are asked to make a list of famous people or people they know. The students then use the list to identify likes and dislikes and characteristics and try to determine who could be friends.

    Step 4. Talking Workbook P85

    The students are given role cards based on three situations where friends are having problems. They are asked to act out the situations with the “useful expressions”. They are also asked to think of a fourth situation, prepare role cards for it, and act it out. Let the students role-play in pairs. Remind them that they should not write down a dialogue and then simply read the dialogue. Instead, they should try to act out the situation without rehearsing it. If they find it difficult to get started, you can let them prepare by practising part of a situation. You can also help by modeling part of a situation. Extension Friends often help each other. Ask the students to work in pairs and list examples of situations where friends can help each other. The students can then write role cards for the situations and act out in pairs.

    Step 5. Homework

    (1) Finish off the exercises of Unit1 in the workbook.

    (2) Revise the key points of this unit.

    (3)List the friend they get to know in class and write down some thing they want to know. Evaluation of teaching:

    The Second Period

    Teaching objectives

    1. Develop the students’ comprehension of explorative passages, especially their ability of analyzing the structure of such kind of articles.

    Offer the students chances of self-culture by working in groups and seeking information about the film out-

    side the class.

    3. Infuse the students with basic knowledge about the friend and friendship

    4. Learn some words and useful expressions from the text.

    Teaching Approach 版权所有@高考资源网- 3 -

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    1.Communicative Approach should be used throughout the class. Stress should be laid on: 2.Learner-centeredness; learning-centeredness

    3.Task-based learning

    4.Activity-based teaching (class work; individual work; group work)

    Teaching type: Reading comprehension

    Teaching Procedure

    Step 1. Report in class A student is asked to report something interesting he or she picks up from newspaper or magazines.

    Step 2.Review and check Ss have a word dictation and check their homework in workbook Exercise 2 Suggested sample sentences

    1) My friend Alan is brave. He once saved the life of a little girl who had fallen into a lake. 2) My friend Bob is loyal. He wouldn’t talk to Charles whom I don’t like at all.

    3) My friend David is wise. He always gives me the best advice.

    4) My friend George is a handsome boy, but he doesn’t like to study and always dreams of becoming a model.

    5) My friend Harry is a smart student. He always asks good questions in class. Step 3 Pre-reading Ss are asked to listen to the tape and find the things they are using or talking about.

    Practising on P87 vocabulary

    1 “The books are too heavy! I think it’s going to break.”

    2 “Oh no! I forgot where I put it! I have written down all the important phone numbers.”

    3 “Yum! You have bought it at last. We can have fried fish for dinner. Mmm … I can’t wait to put this fish in it. ”

    4 “Hands up! Don’t move or I’ll shoot. Give me all your money!”

    5 “Ooooh! I look very nice in this new dress!!!”

    6 A: I think we’re lost. What should we do now? B: Don’t worry. I have it here and I know

    how to use it.

    7 “Ouch! I hit myself with it.”

    8 A: Hurry up! It’s so dark here. I can’t see anything.

    9 “It is shaking badly. Am I going to die? Help! … Oh, thank God!”

    10 “I feel sad when it comes to the part in which the two friends become enemies.”

    Answers 1 rope 2 notebook 3 pan 4 gun 5 mirror 6 compass 7 hammer 8 match 9 airplane 10 movie

    Get the students to think about what it would be like to be alone on a deserted island. The activity is not direct linked to a reading strategy or a structure in the reading, but is intended to be used as a preliminary activity related to the previous parts of the unit. The pre-reading exercise also gives the students an opportunity to practise giving opinions and making decisions. Explain the situation to the students and give them time to think about what they would bring. The activity should generate different choices and opinions, thus making it a good opportunity for discussion. Tell the students to work in groups. Ask them to describe the usefulness of each item in the box and then decide on the three most useful ones. Make sure that each group member gets an opportunity to speak. Encourage the students to use the structures I think… because…/ I could use it

    to…/ it could be used to …/ …would be more important than … because … Ask one student from

    each group to write their answers on the blackboard. Compare answers from different groups and 版权所有@高考资源网- 4 -

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have a short discussion. e.g. 1.I think a knife would be the most useful item, because I could use it

    to kill animals and cut the meat. It could also be used to cut wood. 2.I also think a box of matches

    would be useful because I could use the matches to make fire. If I had a fire, I could cook food, stay warm and keep wild animals away. More importantly, if someone saw the fire, they would come and save me. 3.I think a book would be more useful than a radio, because you don’t need batteries to read. And when I read, I would learn about life and the world and forget my loneliness. Extension 1: Ask the students to think about how the things could help them in other situations, for example, if they were lost in a desert or a forest. Extension 2: Let the students talk about how they would feel in an extreme situation. How would they feel if they were alone on a deserted island?

    (angry, desperate, lonely, hungry, worried, hopeful, happy, afraid etc.) What would they do to try to

    overcome these feelings? Extension 3: Ask the students if they have read books or seen movies about island life, for example, Robinson Crusoe, Cast Away, Six days and Seven Nights, etc. How did the main characters survive? How were they rescued? Extension 4 After the discussion, you can ask the

    students to consider the similarities and differences between spiritual and materialistic needs, i.e. the things we need and the social interaction we need.

    Step 4 Reading Listen to tape and finish the following items


    Background information on the reading :The film Cast Away, starring Tom Hanks, depicts a man’s

    struggle with solitude and his journey towards self-knowledge. The film shows us how Chuck, a busy manager who never has “enough time,” ends up on an island with nothing but time. He manages to survive on the island and he realizes the importance of friends and friendship. The text, summarized below, describes his experience and the lessons he learns from his unusual friend, a volleyball he calls Wilson.

    Guess the meaning of a word or phrase in the text, tell them to mark the word or phrase. Ask the students to list words or phrases that they don’t know. Explain important ones if necessary, but try offering more context of certain words until the students can guess the meaning. Don’t spend too much time going through the new words.

    Suggestion for teaching some of the vocabulary of the reading text:

    Item Strategy What it means

    What is CLUES The picture shows a man who lives like a wild man, alone. He has the text to take care of himself. The title says that the text is about Chuck’s about? friend.

    What is WORLD If I look at the picture and read the story, I may recall other stories the text KNOWLEabout a man living alone on an island, e.g. Robinson Crusoe. In

    about? DGE those stories, the man has to learn to find water and food and take

    care of himself.

    What GENRE The reading passage is a sort of film review, so I can guess the text kind of will use words about stories, characters, acting and perhaps

    words unusual things that do not exist in the real world.

    will be


    Cast CLUES The words are in italics, so I know that it must be the name of a Away Form) + film or a book. I can probably skip the word and look it up in the

    SKIP + dictionary later. If I read the text I will learn that the film is about a 版权所有@高考资源网- 5 -

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    CLUES man who has to live alone on an island, away from his friends,

    (Context) because of an accident, so I can guess that “Cast Away” refers to

    +LOOK UP the man in the story and his situation. The dictionary says to be left

    alone on an island after your ship has sunk.

    play GENRE + Tom Hanks is a famous actor. He “plays” a man named Chuck

    CONTEXT Noland in the film Cast Away. I can guess that plays means acts.

    survive CONTEXT When airplanes crash (fall down), most people die. If, like Chuck,

    +WORLDKthey don’t die, they go on living, so I can guess that to survive

    NOWLEDmeans to go on living.


    deserted CONTEXT The text tells me that Chuck lands on a deserted island. The text

    also tells me that there are no people on the island, so I can guess

    that a deserted place means a place where there are no people.

    challenge CONTEXT The text tells me that there are different challenges in Chuck’s life

     he has to collect water, hunt for food, and learn to survive

    without friends. I can guess that a challenge is something difficult

    that you have to do.

    share CONTEXT I know that I like to talk to my friends when I am happy or sad. If I

    + am sad, talking to a friend makes me feel better. I can guess that

    LOOKUP “to share” happiness or sorrow means something like “tell others

    about how I feel” or “make others understand how I feel”. The

    dictionary says that share means to have the same interest or

    feeling as someone else.

    unusual FORM I know that usual means “something that happens all the time” or

    “normal.” If I know that the prefix “un-“ means not, I can guess

    that unusual means not normal or strange.

    such as CONTEXT A lucky pen and a diary are examples of favourite objects, so I can

    guess that such as means for example or “like.”

    Summary Ask them to look at the picture and ask one student to point to the picture and retell the main idea of the text.

    1 Chuck Noland, a successful businessman, lands on a deserted island after a plane crash. 2 Chuck has to learn basic survival skills on the island. In order to cope with his loneliness, Chuck develops a friendship with a volleyball he calls Wilson.

    3 Five years’ life on the island teaches Chuck the importance of having friends and being a good friend. Wilson may just be a volleyball, but their friendship is real and in some ways better than Chuck’s friendships in the past.

    4 Human friends and unusual friends are important in our life. Friends and friendship help us understand who we are and how we should behave.

    Step 5 Post-reading Exx on Page 4 Ask the students to answer questions about the story. e.g. How can a volleyball become Chuck’s friend? What does Chuck learn about himself when he is alone on the island?

    Suggested answers to the questions

    1 He has to learn how to collect water, hunt for food, and make fire. More importantly, he has to learn to live without friends. 版权所有@高考资源网- 6 -

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    2 He has learnt a lot about himself when he is alone on the island. For example, he has come to realize that friendship is important in his life, that he hasn’t been a good friend, and that he should care more about his friends. (The students may also use present tense, e.g. He learns a lot about

    himself. He realizes that…)

    3 Open for discussion. The students can list basic survival skills.

    Let the students discuss the question in groups. The question can be discussed in the form of a role-play where each student represents one of the four people and has to persuade the others that he or she should be given the parachute.

    5.Have a short discussion about one or more ideas in the text:

    1 ) What can we do to be good friends even if we are very busy?

    2 ) Does a successful man or woman need friends?

    3 ) The text talks about “giving” and “taking.” How do friends give and take?

    4 ) What do friends teach us?

    5 ) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog? Step 6 Language study Key to “Word study”:

    1 honest, 2 classical 3 sorrow/unhappiness 4 argue/quarrel/disagree 5 loyal/good/true 6 hunt for 7 fond of/interested in 8 brave/fearless 9 in order to/ so as to 10 smart Student-centered vocabulary learning:

    It is very important for students to make their own choices and decisions about what they learn. You can help your students by letting them practise making such choices and decisions. Give the students a few minutes to make a list of words and expressions from the text that they want to learn. The list should not be too long.

    Ask the students to show their list to a partner and explain why they chose these words or expressions.

    There are many ways to help the students deal with new words. Begin by letting the students try on their own. If the students can discover the meaning of new words themselveseither by using clues,

    pair work, or group discussion they are more likely to develop a better understanding of the word. More importantly, the process will help them develop strategies and skills that they can use when they encounter new words. The teacher is responsible for providing guidance and assistance. Give the students time, help as little as possible and in a gradual way. Try to model and encourage positive behaviour—the best way to help is to provide clues and examples. If you “explain” the word or simply translate it, you are not giving the students an opportunity to learn. 1 Encourage the students to try different ways to fix the words in their minds. 2 Some words may have different meanings. You can help the students decide which meaning fits the context.

    Unit 1 背景材料,Cast Away 荒岛余生







    Chuck Noland, who lives in Memphis, is an operation manager at FedEx, an express mailing

    1company. He is hardworking and particularly time-conscious. He believes that time is everything: 版权所有@高考资源网- 7 -

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    2cosmos, fortune and misfortune; time is also capable of doing everything, creating and destroying human beings. He has a girlfriend named Kelly Frears, who works at a chemical lab. They love each other very much, though Chuck travels a lot and rarely stays at home. It is Christmas season now. Chuck gets back home and Kelly is very happy to see him. However Chuck is so tired after his business trip to Russia, he is fast asleep when Kelly turns off TV and is about to go to bed.

    3On Christmas Eve, Chuck, Kelly and his family are having dinner when Chuck's pager rings.

    Another assignment comes. Kelly does not like to see Chuck leave as it is Christmas time now. But Chuck has to go and promises to be back on New Year's Eve. Seeing Chuck off at the airport, Kelly gives him an old watch, inherited from her grandfather, with her photo in it. Chuck is moved and tells Kelly that he will hold on to it for the rest of his life. Then he gives Kelly a small pretty box, saying that this is something special for her and she shall open it on New Year's Eve. On the way to his destination, the plane Chuck is flying on crashes in the sea due to a heavy storm

    4and a mechanical failure. Fortunately Chuck survives and climbs onto a lifeboat after the crash. He

    still manages to get hold of the watch Kelly gives him.

    It rains heavily. Chuck's boat is pushed ashore by waves and lands on a small island the next day. Now the two things he has, Kelly's watch and the pager, are his only possessions. He does not know where he is. There is nobody, not even animals. Chuck writes HELP on the beach with tree trunks. That night Chuck hears strange sound coming from the nearby trees. In the following days, hungry and thirsty, he collects FedEx parcels pushed ashore by waves. Suddenly he hears the strange sound

    5again. He is terrified but then surprised to find the sound is from fallen coconuts. The struggle of

    opening them starts. After trying different ways for a long time, he finally is able to taste his first fruit of success.

    One day, climbing onto the top of the mountain on the island, Chuck finds that it is a small and uninhabited island. All of a sudden he spots a man's body near the beach. It is one of the crew.6 Chuck pulls it ashore. With a mixed feeling of fear and sympathy, he hesitantly takes off the man's shoes and flashlight before burying him.

    One night in the darkness, he finds a light from afar. It must be a ship. Chuck is very excited and he uses his flashlight for SOS signal. But it is of no use. The light is too weak to be noticed by people on the ship. The following day, Chuck tries to row the lifeboat to the ship. However, big waves turn his lifeboat upside down and to make things worse, he is injured on the leg. That night there is a heavy thunderstorm. Chuck has to hide himself in a cave. He forgets to turn off the flashlight and the battery runs off.

    As the hope of being saved is getting less and less, he faces challenges of survival. An idea strikes his mind, and he opens every and each parcel. Videotapes are thrown away and so are important

    7commercial contracts and documents. A pair of skating shoes, a nightgown, and a volleyball are

    8kept. The blades are used as knives for cutting, and the nightgown as fishing net. As for the volleyball, Chuck uses his blood to draw a man's face on it and names it "Wilson" who gives him spiritual comfort. He begins to talk to the "man" he has created and Wilson has become his company. Next he has to start a fire. Without fire, he has not had any food or hot water for days except eating live fish and drinking rainwater and coconut juice. He gets some wood and works on it for a long time. He almost loses his hope until he discovers that air is important to start a fire. He drills the wood in the middle with a stick while blowing some air in between the two pieces. When a fire is

    9finally made, Chuck sings and dances like a tribesman, happy for the first time after landing on the

    island. He has his first meal, a cooked crab. 版权所有@高考资源网- 8 -

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    Four years later, Chuck becomes an experienced primitive man. He still keeps his girlfriend's photo in his cave. Beside the photo, there stands another companion of his for those lonely yearsWilson.

    Chuck is so used to talking to Wilson, the volleyball, that he regards as his best friend. Once he throws away Wilson in anger and despair but only finds himself more lonely and desperate. So he searches for it and is very excited to get it back. Then he paints Wilson's face with his blood again so that Wilson has a new face.

    One day, he finds a part of the plane on the shore, which gives him an idea. He cuts down the biggest tree on the island and makes it into a man's sculpture. He pulls it up to the highest point of the island and erects it there. Then he plans to build a raft and starts working on it.

    10Chuck at last completes his grandiose project and begins to row towards sea with his dear friend

    Wilson. At the moment of leaving his island on which he has lived for four years, a sense of sadness

    11overwhelms him. He has somehow a special attachment to the island, feeling like leaving his sweet home.

    On the journey to get back to the human world, he experiences dangers of sharks, thunderstorms, and despair of losing his best and only friend Wilson who accompanies him for the past terrible years. How many days have passed, he has no idea. One day, a large ship passes by and Chuck is finally saved.

    However, his return is not a happy one. Kelly is married and has a daughter. She is so confused and lost about his return that it is hard for her to accept a man who has been “dead” for four years. Besides, her husband tries to convince her that not to see Chuck is in everyone's interest. One rainy evening, Chuck cannot resist any longer the desire to see Kelly again. He goes to Kelly's in a taxi and knocks on her door. When Kelly shows him their car they used to drive, which she kept for all those years along with all their sweet memories, they are getting so emotional that they kiss each other. But Chuck cools down and asks Kelly to go back home.

    Now Chuck comes back to his old self and starts working again. Having delivered the last parcel he has kept from the island, he suddenly senses a new beginning in his life.

    1. time-conscious: 时间观念很强。 2. cosmos: 宇宙。3. pager: 传呼机。4. lifeboat: 救生船。5.

    coconut: 椰子。

    6. crew: 全体机组人员。7. nightgown: ?妇女的,睡衣。8. blades: ?冰鞋的,冰刀。9. tribesman:


    10. grandiose: 宏大的。11. overwhelm: 使受不了!使不知所措。


    Chuck Talks to a Friend about His Experience and Feeling on the Island

    "We both had done the math, and Kelly added it all up. She knew she had to let me go. I added it up, knew that I'd lost her. 'Cause I was never gonna get off that island. I was gonna die there, totally alone. I mean, I was gonna get sick or get injures. The only choice I had, the only thing I could control was when and how and where that was gonna happen. So I made a rope. And I went up to the summit to hang myself. But I had to test it, you know? Of course. You know me. And the weight of the log snapped* the limb of the tree. So I-I-I couldn't even kill myself the way I wanted to. I had power over nothing. And that's when this feeling came over me like a warm blanket. I knew somehow that I had to stay alive. Somehow I had to keep breathing, even though there was no reason to hope. And all my logic said that I would never see this place again. So that's what I did. I stayed alive. I kept breathing. And then one day that logic was proven all wrong because the tide came in, gave me a sail. And now, here I am. I'm back in Memphis, talking to you. I have ice in my glass. And 版权所有@高考资源网- 9 -

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I've lost her all over again. I'm so sad that I don't have Kelly. But I'm so grateful that she was with

    me on that island. And I know what I have to do now. I gotta keep breathing. Because tomorrow, the

    sun will rise. Who knows what the tide could bring?" Step 7 Language points Now read the text and explain the following language points if



    e.g. We practiced pronouncing the sound again and again. e.g. Don’t forget to practise after class.

    e.g. I practise playing the piano every day.

    What’s… like?

    e.g.--- What is the play like?---Wonderful.

    e.g. He seems like an honest man.

    make sb /th sb/adj./prep…

    e.g. A good friend is someone who makes me happy.

    e.g. Annie made her diary her best friend.

    e.g. They made me repeat the story.

    e.g. What made you think so?

    e.g. He raised his voice to make himself heard.

    nor//so倒装 +do/does/should/has…+主语

    nor 表示否定意义,用肯定形式.

    e.g. I don’t know, nor do I care.

    e.g. His brother doesn’t like soccer, nor does he.

    So 表肯定意义,用肯定形式

    e.g. Rock music is OK, and so is skiing.

    e.g. They had a good time last night, so did I.

    So it is/was with +主语

    e.g. Marx was born in Germany and German was his native language. So it was with Engles.

    e.g. John likes Chinese but he is not good at it. So it is with Mary. bore, bored ,boring

    e.g. He bored us all by talking for hours about his new car. e.g. She bored with her present job.

    e.g. Jimmy could never understand why so many people found golf boring. interest ,interested, interesting

    e.g. She has much interest in music and dance.

    e.g. I don’t know what interests him indeed.

    e.g. I found him greatly interested in poems.

    e.g. I don’t think the joke interesting enough.

    alone, lonely

    e.g. I was alone in the room.

    e.g. He feels quite lonely sometimes. Because he has no friends. e.g. They brought him into a lonely house.

    e.g. Crusoe felt lonely when he was alone on the lonely island. regard …as

    e.g. We regarded their pets as members of their families. 版权所有@高考资源网- 10 -

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