The document is a lesson plan from a Chinese language textbook. It includes exercises and a dialogue about a student named Ethan who got in trouble for smoking at school. The summary is:
1) The lesson plan includes warm-up activities asking students to look at pictures and predict a dialogue about a student who has a problem.
2) The dialogue is between Patty and Kevin, who notice something is wrong with their classmate Ethan. They discover he was smoking in the school bathroom after being pressured by older students.
3) Ethan admits he didn't know how to refuse the other students. After talking with Patty and Kevin, Ethan says he now knows what to do in the
Spanish I Verb Review Me llamo _________.docxbryanwest16882
Spanish I Verb Review Me
llamo
: _____________________
Hoy
es
el: ____________________
*READ ALL NOTES AND INSTRUCTIONS THOROUGHLY
*YOU MAY USE YOUR NOTES, BUT MAY NOT RECEIVE HELP FROM ANYONE OTHER THAN YOUR SPANISH TEACHER
*ALL INFORMATION IS REVIEW. IF YOU DON’T KNOW IT, YOU NEED TO STUDY IT AND CATCH UP FAST!!!
Subject Pronouns: Before you can form a complete sentence in Spanish, you must know (by heart) the subject pronouns and what they mean. You must also memorize the chart format, as this format is consistently used throughout the study of verb conjugation.
Fill in the chart with the Spanish subject pronouns and define each one in English:
Yo
nosotros
Tu
vosotros
El,ella,usted
U
stedes,ellos,ellas
Now, when you encounter a subject that does not match one of these pronouns, you MUST be able to “replace” it with the correct pronoun. In other words, you must know where that subject will fall within the chart.
What subject pronoun would you use to replace the following subjects:
1.
Mi mejor
amigo___
Tu
___________ 5. Juan y tu _____________
2. Los estudiantes _____________ 6. Las chicas ____________
3.Se
ñora
Gómez _______________ 7. Enrique ______________
4.Juan y yo ___________________ 8. Marisol ______________
What if your subject is a THING and not a person??? In that case, all you need to know is whether it is one thing (singular) or more than one thing (plural).
For one thing (singular): it is treated like he or she (it) (el/
ella
/
usted
box)
For more than one thing (plural): it is treated like they (
ellos
/as/
uds
. Box)
Would these subjects fall into:
A
- the el/
ella
/
usted
box OR
B
- the
ellos
/
ellas
/
uds
. box?
Los libros _____ 6. La playa ____
La película_____ 7. La comida china ____
Los lápices ____ 8. Las verduras ____
Mi materia preferida ____ 9. La clase ____
El examen ____ 10. Los papeles ____
Conjugating Verbs:
The term “conjugating” refers to the process of altering an “infinitive” so that it includes a subject. An “infinitive” is a verb that has no subject because it has not been conjugated. When defining an infinitive, the definition will begin with “to” do that action since, again, it has no specific subject. All infinitives will end with either –AR, -ER, or –IR.
Define the following infinitives:
Patinar ________________ 11. Asistir __________________
Comer _________________ 12. Beber __________________
Querer ________________ 13. Alquilar _________________
Ser ___________________ 14. Bailar __________________
Vivir __________________ 15. Pasear __________________
Ver ___________________ 16. Compartir _______________.
Spanish I Verb Review Me llamo _________.docxbryanwest16882
Spanish I Verb Review Me
llamo
: _____________________
Hoy
es
el: ____________________
*READ ALL NOTES AND INSTRUCTIONS THOROUGHLY
*YOU MAY USE YOUR NOTES, BUT MAY NOT RECEIVE HELP FROM ANYONE OTHER THAN YOUR SPANISH TEACHER
*ALL INFORMATION IS REVIEW. IF YOU DON’T KNOW IT, YOU NEED TO STUDY IT AND CATCH UP FAST!!!
Subject Pronouns: Before you can form a complete sentence in Spanish, you must know (by heart) the subject pronouns and what they mean. You must also memorize the chart format, as this format is consistently used throughout the study of verb conjugation.
Fill in the chart with the Spanish subject pronouns and define each one in English:
Yo
nosotros
Tu
vosotros
El,ella,usted
U
stedes,ellos,ellas
Now, when you encounter a subject that does not match one of these pronouns, you MUST be able to “replace” it with the correct pronoun. In other words, you must know where that subject will fall within the chart.
What subject pronoun would you use to replace the following subjects:
1.
Mi mejor
amigo___
Tu
___________ 5. Juan y tu _____________
2. Los estudiantes _____________ 6. Las chicas ____________
3.Se
ñora
Gómez _______________ 7. Enrique ______________
4.Juan y yo ___________________ 8. Marisol ______________
What if your subject is a THING and not a person??? In that case, all you need to know is whether it is one thing (singular) or more than one thing (plural).
For one thing (singular): it is treated like he or she (it) (el/
ella
/
usted
box)
For more than one thing (plural): it is treated like they (
ellos
/as/
uds
. Box)
Would these subjects fall into:
A
- the el/
ella
/
usted
box OR
B
- the
ellos
/
ellas
/
uds
. box?
Los libros _____ 6. La playa ____
La película_____ 7. La comida china ____
Los lápices ____ 8. Las verduras ____
Mi materia preferida ____ 9. La clase ____
El examen ____ 10. Los papeles ____
Conjugating Verbs:
The term “conjugating” refers to the process of altering an “infinitive” so that it includes a subject. An “infinitive” is a verb that has no subject because it has not been conjugated. When defining an infinitive, the definition will begin with “to” do that action since, again, it has no specific subject. All infinitives will end with either –AR, -ER, or –IR.
Define the following infinitives:
Patinar ________________ 11. Asistir __________________
Comer _________________ 12. Beber __________________
Querer ________________ 13. Alquilar _________________
Ser ___________________ 14. Bailar __________________
Vivir __________________ 15. Pasear __________________
Ver ___________________ 16. Compartir _______________.
Part 1 Parts of SpeechIn this section, you’ll diagram” each sent.docxodiliagilby
Part 1: Parts of Speech
In this section, you’ll “diagram” each sentence by correctly
identifying the part of speech of each of the words. This
illustrates your understanding of the parts of speech and
their appropriate placement in sentence structure.
Example:
The boy hit the ball.
The
(definite article)
boy
(subject)
hit
(past tense verb)
the
(definite article)
ball
(direct object).
Please write the identified parts of speech on the lin
eneath each sentence.
1. Mother gave me a card for my birthday.
____________________________________________________________
____________________________________________________________
2. The new mail carrier finally arrived.
____________________________________________________________
____________________________________________________________
3. How many players are on a team?
____________________________________________________________
___________________________________________________________
Part 2: Types of Sentences
In this section, you’ll identify what type of sentence each
example is. Y
exclamation, declarative, or interrogative.
Example 1:
While Annie stayed home and sulked, Jimmy
went to the movies.
Complex
This is a
complex
sentence, because it has one or more
independent
clauses joined by one or more
dependent
clauses.
“While
Annie stayed home and sulked” is a dependent clause
because it’s an incomplete thought. “Jimmy went to the
movies” is an independent clause because it’s a complete
sentence that has a subject, a verb, and an objec
English Composition Challenge Assessment
3
Example 2:
I like this.
Declarative
This is a
declarative
sentence, because it’s simply making
a statement.
Please write your answers in the spaces provided at the
end of each sentence.
1. Tim likes soup, so
Mary bought
tomatoes.
_______________
English Composition Challenge Assessment
3
Example 2:
I like this.
Declarative
This is a
declarative
sentence, because it’s simply making
a statement.
Please write your answers in the spaces provided at the
end of each sentence.
1. Tim likes soup, so
Mary bought
tomatoes.
_______________
2. Oh no! _______________
3. Do you want to play in the garden? _______________
4. In the story, the author told how useful a sled can be.
_______________
5. She plays the piano. _______________
6. I love you! _______________
7. My brother baked a cake last night. _______________
8. The car broke down, but a rescue van arrived within
minutes. _______________
9. If you leave late, take a cab home. _______________
10. What did you name your new puppy? _____________
Part 3: Word Choice
Which word is correct? In this section, you’ll apply your
knowledge of troublesome words by making choices in the
following sentences. You don’t need to explain your choice.
Read the sentence out loud to yourself several times using
the different options. Once you’ve decided which word is
correct, circle your choice.
Example:
I can’t go any (farther, further) up this hill.
The c.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Digital Tools and AI for Teaching Learning and Research
Hanlin B5 U5 - Can You Tell Me What to Do (901)
1. 1
Hanlin Book 5 Unit 5 Class:_______ No.______ Name:___________
Can You Tell Me What to Do?
I. Warm-up – Look at pictures and predict what we are going to learn in this unit.
(A) Look and write.
ØTurn to page 61, please. There are _______ pictures on this page and they show us some
good ways to _______________________ (release ourselves/relax ourselves). Everyone feels
________ (down/up) from time to time(有時候). When you feel sad, what do you do to
_______________________ (cheer yourself up/make yourself up)?
(B) Talk and share.
1. When was the last time (最近一次) you felt down or sad?
The last time I felt down is __________________________________________________.
2. What do you usually do to cheer yourself up when you feel down or sad?
I usually ________________________________________________________________.
3. Now, let’s interview(訪問) two people and do the survey below! (Homework)
Name
Questions
(sign)
(sign)
Q1: When was the last time
(最近一次) you felt down or sad?
Q2: What do you usually do to
cheer yourself up when you feel
down or sad?
4. Besides sad or down, what other words can we use to say “We are not feeling okay”?
Word association 單字聯想
和朋友打籃球 聽音樂且跟著一起唱 和家人聊聊
看電影 寫日記 ______________(其他)
down
sad
2. 2
(C) Read and write.
Worry : ___________________________________
Dear Diary,
My name is Tseng, Yen-Han. I am a senior student in Hsinyi Junior High School. I have been
worried about my future. Most of my classmates have decided on the high school they want
to study in the future. However, I have no idea what to do next.
Do you know [where my ideal(理想的) high school is]?
Worry : ___________________________________
Dear Diary,
My name is Wang, Mu-Yi. I am a poor ninth grader in Hsin-yi Junior High School. I’ve been
upset(沮喪的) for a long time because my English is getting worse and worse. I am so
worried. I don’t know [how I improve (改善) my English]?
Worry : ___________________________________
Dear Diary,
My name is Tseng, Yu-Hsuan. It is my last year in junior high school. I have been arguing(爭
論) with my parents these days. They want me to go to art school, but art isn’t really my
interest. I want to study business. It’s hard to communicate with them.
I am not sure [what I should do]?
Worry : ___________________________________
Dear Diary,
My name is Chou, Hsiao-Jung. I hate to go to school lately(最近地) because some of the
boys in my class laugh at my new hairstyle. They call me “Mushroom(蘑菇)!” I just don’t
understand [why they say something like that]. Do I really look terrible with this haircut?
Can you tell me [how I can become beautiful]?
Worry : ___________________________________
Dear Diary,
My name is Chen, Dun-Chen. I’ve been in a bad moon recently(最近地). I had a terrible fight
with one of my best friends, Lu, Yuan-Jian. Since last week, he hasn’t played basketball with
me, and now he hangs out with Liao,Yi-Chen instead(不…反而). I am so angry with him
because I don’t even know the reason. Can you tell me [what is wrong with him]?
3. 3
(D) Grammar Warm-up —讓我們來歸納上面短文中畫底線的句子!
主要子句 疑問詞 主詞 動詞
(be 動詞/一般動詞/助動詞)
1. Do you know [ where _______________ ______ ] ?
à和直接問句比較: Where is my ideal high school ?
2. I don’t know [ how _______________ __________ (改善) my English ] .
à和直接問句比較: How do I improve(改善) my English ?
3. I am not sure [ what _______________ ________ do ] .
à和直接問句比較: What should I do ?
4. I just don’t understand [ why _______________ ________ something like that ]
à和直接問句比較: Why do they say something like that ?
5. Can you tell me [ how _______________ ________ become beautiful ] ?
à和直接問句比較: How can I become beautiful ?
6. Can you tell me [ what ______ wrong with him ] ?
à和直接問句比較: What is wrong with him ?
ØGrammar Focus —「間接問句」:由「wh-疑問詞所引導的名詞子句」所組成
一、 「間接問句」的句型
主要子句+ wh 疑問詞 + ______ + ____/_____/____
二、 Wh-名詞子句中有助動詞或動詞時,句子變化規則如下:
原問句例句 變化
1. 含 be 動詞的 wh-問句 Where is my ideal school? be 動詞與主詞___
à Do you know [________ __________________________ ______ ] ?
Wh-名詞子句當受詞(O.)
例 1:Where are they?
àPlease tell me [where ________ _________] .
例 2:How fast was the train?
àTell me [how fast _______________ _______]
4. 4
原問句例句 變化
2. 含「無意義」的助動詞
(do/does/did)
How do I improve my English? Ø肯定句:去掉_______,
動詞依_______做變化。
Ø否定句:「 」和
「 」位置對調。
àI don’t know [_______ _______ ___________ ____________________ ] .
Wh-名詞子句當受詞(O.)
例 1:How did you get home last night? (Ø肯定句:去掉 do/did/does,動詞依”時態”做變化)
àPlease tell me [how _________ _________ home last night].
例 2:Why didn’t you join the costume parade? (Ø否定句:「主詞」和「動詞」位置對調)
àMom asked me [why _______ ________ join the costume parade].
原問句例句 變化
3. 含「有意義」的助動詞
(can/could/should/must)
What should I do? ________與______對調
à I am not sure [________ _______ __________ _______ ] .
Wh-名詞子句當受詞(O.)
How can I become beautiful? ________與_______對調
à Can you tell me [________ _______ __________ ___________ ___________ ] ?
Wh-名詞子句當受詞(O.)
例:Where can I buy a cup of coffee?
àI have no idea [_________ _______ ________ ________ _____________________] .
原問句例句 變化
4. Wh-疑問詞本身當「主詞」 What is wrong with him?
àCan you tell me [________ _______ ___________________________ ] ?
Wh-名詞子句當受詞(O.)
例:Who gave me the gift?
àCan you tell me [_______ ________ ________ ___________________] ?
¥Now, let’s do more exercise on p.68~69 on your textbook.
三、 使用「不定詞片語」合併句子:只有在前後主詞___,才能做此種合併
¥Now, let’s do more exercise on p.70 on your textbook
I don’t know. What can I do?
= I don’t know what do.
= I don’t know what _____ _______.
‚Can you tell me? Where should I go?
= Can you tell me where go?
= Can you tell me where ?
ƒCan you tell me? How can I say no to others?
= Can you tell me how say no to others?
= Can you tell me how no to others?
5. 5
II. During-study
(A) Look and predict. 看圖預測對話內容 (Dialogue p.66-p.67)
ØLet’s write something about the pictures to get the general(大概的) idea of this dialogue.
l On page 66, the picture shows that _______ and ________ are talking something
about their __________(neighbor/classmate), _______in the __________________
(sports field/school hallway).
l From the ____________ (serious/light-hearted) look on their face, we can know that
something _________ (worries/worried/worrying) them. They might be __________
(worried/worrying) about Ethan because __________________________________
____________________________________________________________________.
(B) Skim for the main idea. 快速瀏覽全文,克服不認識的生字,以掌握主旨大意。
ØListen to the CD twice and answer the questions below. (聽 CD 兩次後回答下列問題)
第一次:看著課本,仔細聆聽對話內容,不要急著寫答案。
第二次:一邊聽對話內容,一邊閱讀題目,並仔細作答。
1. What was the problem that Ethan got into?
□ Ethan smoked in a school restroom with two other ninth graders.
□ Ethan’s friends gave him a cigarette, and he didn’t know how to say no to them.
□ Ethan’s friends gave him a beer, and he hid the beer under the school uniform.
2. How did Patty and Kevin notice that something was wrong with Ethan? (more than
one answer)
□ Kevin saw Ethan smoking outside the restroom with other students.
□ Kevin smelled cigarette smoke on Ethan’s uniform.
□ Patty noticed Ethan brought lighter to school.
□ Ethan borrowed lighter from Patty outside the restroom.
3. Why didn’t Ethan turn down the two ninth graders?
□ Because he had no idea how to turn them down.
□ Because he was too afraid to turn them down.
□ Because he liked to smoke with them.
4. After talking with Patty and Kevin, Ethan said “Thanks. I know what to do now.”
What can we infer(推論) from that? (more than one answer)
□ It means Ethan will not smoke with those ninth graders anymore.
□ It means Ethan will say no to those ninth graders if they ask him to smoke next time.
□ It means Ethan will tell those ninth graders to quit smoking.
6. 6
(C) Scan for the details.掌握問題重點 (What? Who? When? Where? Why? How?)
用掃描的方式,去除與題目無關的訊息,只擷取所需的資訊,做出判斷、找出答案。
Q1: Why did Patty look so serious at school?
Patty looked ___________because__________________________________________,
and she was wondering ________________________________(她想知道為什麼要帶它).
Q2: What did Kevin say after knowing that Ethan brought a lighter to school?
Kevin told Patty that _________________(昨天放學), he saw Ethan outside the
___________ with two other __________________(九年級生). He could _________
(smell/taste) ____________________on their __________ when he _________ ______.
Q3: Who were those two ninth graders?
Of the two ninth graders, one was Ethan’s _______________. The other was
Ethan’s _________.
Q4: What did Ethan first say he was doing near the restroom yesterday?
At first, Ethan responded (回應) “__________” to Kevin and Patty, but of course,
they wouldn’t ___________(betray/believe) him.
They told Ethan never _________ ______ (對…撒謊)them.
Q5: What exactly(確切地) did Ethan and the two ninth graders do in the restroom?
Ethan then confessed to(向…坦白) them that the two ninth graders gave him a
___________. He ______________________________________(不知道如何拒絕他們).
Q6: What did Kevin and Patty suggest (建議) Ethan to do?
Kevin then suggested Ethan to just say “______, _____________” to them. Patty
reminded(提醒) Ethan that he should never do something just because
________________________________. _______________(Smoke/Smoking) is ________
for our ___________. (抽菸對我們的健康有害)
Q7: How did Ethan respond(回應) to Kevin and Patty’s suggestions?
Ethan said ________________________________(他知道應該怎麼做), and he would
probably tell those two ninth __________ to _______ ____________(戒菸) next time.
Q8: What did Patty and Kevin say to Ethan at the end of their conversation?
Kevin __________(supported/supposed) that Ethan wouldn’t need that __________ any
more and Patty was _________ to hear that Ethan would q t s g.
They both feel p d (以….為榮) Ethan.
Q9: What would you do if you were Ethan?
____________________________________________________________________________
7. 7
III. After-study
(A) Think and answer. 思考與回答
Top 5 Worries of a Ninth Grader (Theme Words on p.65)
ØHow do you rank (評比) these worries from 1 to 6? ____________________________
Ø What worries you in your life? Why? (30 words at least)
Ø Who do you always talk to when you have problems?
(B) Let’s do the survey! 煩惱大調查
Below is the table(圖表) showing worries from other teenage students of USA.
ØPlease scan the QR code.
ØRead the article online.
ØFinish the survey by ticking them (v).
Survey of Worries From 10 Teenage American Students
Worries
Name
appearance/
fashion/
makeup/
clothes/
friendship grades
future
goal
popularity money Others
(please write
here)
1. Toni
2. Kennedy
3. Taylor
4. Jordann
5. Thinh Le
6. Nervens
7. Laurelle
8. Arber
9. Leshay
10.Jada
外表 ‚友誼 ƒ分數
„如何選擇高中 …如何與雙親溝通
†___________________
(其他的煩惱)
8. 8
(C) Think and share: Time for “Dear Sandra” column (see Reading on p.62-63)
ØRead the passages of the two teenagers’ problems on p.62-p.63 first.
ØThen, pretend(假裝) you are “Sandra” and give a piece of advice to Rainy Girl /Sad Boy.
ØWrite down your reply(回覆) below and share as a group. (30 words at least)
(D) Organize ideas by drawing a mind map. 畫心智圖,組織文章 (Reading p.62-63)
(E) Questions for group discussion. 問題與討論
Now, let’s take a closer look at the reading again (p.62-63) and discuss the
following questions with your group members.
1. Where can this type of writing be found?
o in the advertisements of a magazine
o in the fashion column(專欄) of a magazine
o in the advice column(專欄) of a newspaper
o in the classified (分類欄) job listings of a newspaper.
Sandra’s advice
Dear _______________,
10. 10
4. Please go to passage 1. Explain the following vocabulary words and grammatical points
(文法要點) and point out(指出) where we can find them. (You may consult the Internet if
it’s necessary)
Ÿ My best friend, Betty, stopped talking to
me last Friday. (Paragraph____ Line____)
[Chinese translation]
__________________________________
[Example sentence] stop + Ving
__________________________________
[Note]解釋下列動詞的用法,並造句
stop + to + 原 V
stop + Ving
‚forget + to + 原 V
forget + Ving
ƒremember + to + 原 V
remember + Ving
Ÿ She appears to be angry with me.
(Paragraph ____ Line ___)
[Chinese translation]
__________________________________
__________________________________
[Example sentence] appear to be + adj
__________________________________
[Note]說明 be angry with/at sb.和 be angry
about sth.的差別,並造句
Ÿ I don’t know how to open up to anyone
except Betty. (Paragraph ____ Line ___)
[Chinese translation]
__________________________________
[Example sentence] open up
__________________________________
[Note]比較介係詞 except 和 besides 的用
法,並造句
Ÿ I feel lonely without her.
(Paragraph ____ Line ___)
[Chinese translation]
__________________________________
[Example sentence] feel adj. without sb.
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5. Please go to passage 2. Explain the following vocabulary words and grammatical points
(文法要點) and point out(指出) where we can find them. (You may consult the Internet if
it’s necessary)
Ÿ If you are shy, perhaps you could drop
her a note first. (Paragraph ___ Line ___)
[Chinese translation]
__________________________________
[Example sentence] drop sb. a note
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[Note]說明 If 表「事實推測」的條件句用
法,並造句
Ÿ If she’s a true friend, she’ll understand
how you feel, and you two can work the
problem out together.
(Paragraph____ Line ___)
[Chinese translation]
__________________________________
__________________________________
[Example sentence] work out sth
__________________________________
11. 11
Ÿ Making friends is important for a
teenager. (Paragraph___ Line ____)
[Chinese translation]
__________________________________
[Example sentence] Ving is ….for sb.
__________________________________
__________________________________
[Note]說明「以動名詞(Ving)當主詞」的句
型如何替換成「以不定詞當主詞」或「以
虛主詞(It)為首當主詞」的句型
以本課例句來做句子變換的練習:
Making friends is important for a teenager.
=___________________________________
=___________________________________
Ÿ I am sure you’ll make new friends soon.
(Paragraph___ Line ____)
[Chinese translation]
__________________________________
[Example sentence] I am sure...
__________________________________
__________________________________
[Note]
複習名詞子句 I am sure (that) S + V…
‚一字多義:說明 make 的相關用法,並
造句
6. Please go to passage 3. Explain the following vocabulary words and grammatical points
(文法要點) and point out(指出) where we can find them. (You may consult the Internet if
it’s necessary)
Ÿ I am afraid to talk to girls; I think they will laugh at me when they see my face.
(Paragraph ____ Line ____)
[Chinese translation]
___________________________________________________________________
[Example sentence] be afraid to V 害怕….
___________________________________________________________________
[Note] 完成 afraid 的文法填空並造句:
be afraid +「______詞(to V)」à
be afraid +「of _______」à
be afraid +「__________」à
‚複習名詞子句 I think (that)…