Unit 1 Friendship（I）

4. i am very kind to my friends.5.           i think everyone should have friends.6.           friends must have the same character.7.           i keep a diary and think it is my close friend.8.           when my friend is in trouble, i am always ready to help.9.           i don’t like to talk to others very much. i like to be alone.10.       i keep a pet animal and treat it like a friend.

a friendship poem

choose friends wisely, the portrait they paint

is who you are and who you ain’t.

friendship is life’s great support

when friends are of the right sort.

for all your dreams do they make room,

or bring you down with doom and gloom?

you will know a friendship is true.

when it brings out the best in you.

it’s true. you can tell a person by the company she keeps. our friendships not only tell a lot about who we are --- they make us who we are. the friendship poem above says it all. you will know a friendship is true when it brings out the best in you.

take a look at your friends. do they bring out the best in you? that might seem like a silly question. we all tend to think, “of course they bring out the best in me. i wouldn’t be friends with them otherwise.”

section 2: vocabulary teaching strategy

i. the role of vocabulary teaching

in the context of learning english as a foreign language, a learner is forced to be autonomous and independent and make conscious effort to learn vocabulary outside the classroom simply because the exposure to the target language is limited in class. so teachers cannot rely on their students ‘picking up’ lexical items. this makes explicit vocabulary teaching necessary. however, vocabulary is notoriously difficult if not impossible to teach because of the complexity of its linguistic, semantic and psycho-cognitive aspects

ii. best approach

there are no universally useful strategies and they contribute to vocabulary learning in different ways. students use a number of strategies, often simultaneously. the efficiency of vocabulary learning depends on how students combine individual strategies. if students combine and employ individual strategies from different groups they will be more successful in developing the target language lexicon. thus, the ideal combination would be that of strategies from all four groups.