Friendship教案

2024年3月30日发(作者：景辛农)

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Friendship教案

?楂樹竴蹇呬慨1

Design (?

Unit 1 Friendship Part One: Teaching

Period 1: A sample lesson plan for reading

(ANNE鈥橲 BEST FRIEND) Aims To talk about friendship To read about friendship

Procedures I. Warming up 1. Warming up by asssing A lot of people have only few

possibilities of getting feedback about their own personality. In this exerci you will

have the opportunity to get some feedback and to discuss it with a partner. While

comparing your mutual judgments, certain prejudices or misunderstandings may

appear, as people often do not know each other thoroughly enough to judge others

correctly. Try to be honest! Self asssment Of the following characteristics choo 5

that are particularly applicable to you personally. sociable, honest, friendly, easygoing,

nervous, open-minded, anxious, careful, talented, talkative, nosy, thoughtful,

generous, carefree, pessimistic, peaceful, optimistic, interesting, reliable, helpful,

active, careless, caring, exact, adventurous, imaginative, hot-blooded, well-organid,

trustworthy, patient, responsible, outgoing, kind, brave, warm-hearted, lfless,

tolerant Partner asssment Now choo 5 characteristic features which you think

are especially applicable to your partner. sociable, honest, friendly, easygoing,

nervous, open-minded, anxious, careful, talented, talkative, nosy, thoughtful,

generous, carefree, pessimistic, peaceful, optimistic, interesting, reliable, helpful,

active, careless, caring, exact, adventurous, imaginative, hot-blooded, well-organid,

trustworthy, patient, responsible, outgoing, kind, brave, warm-hearted, lfless,

tolerant 2. Warming up by describing Have the students get into groups of four to

describe their own ideal friend. Individual students must decide on TOP 5 character

adjectives that could be ud to describe the ideal friend and insist they have good

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reasons for their choice. Then let the group leader give the class a description of

their ideal friend. 3. Further applying You may also have the students do the survey

in the textbook, following the steps below. 1. Get the students to make a list of three

qualities a good friend should have. 2. Have the students get into groups of four to

find out what each has listed. 3. Have a member of each group report on what their

lists have in common and list them on the board. 4. Ask the class whether or not they

agree with all the qualities listed. 5. Then have the students do the survey in the

textbook. 6. Have the students score their survey according to the scoring sheet on

page 8. 7. The teacher ask some students how many points they got for the survey

and asss their values of friendship: 鈽?4~7 points: You are not a good friend. You

either neglect your friend鈥檚 needs or just do what he/she wants you to do. You

should think more about what a good friend needs to do. 鈽?8~12 points: You are a

good friend but you sometimes let your friendship become too important, or you fail

to show enough concern for your friend鈥檚 needs and feelings. Try to strike a

balance between your friend鈥檚 needs and your own responsibilities. 鈽?13+

points: You are an excellent friend who recognizes that to be a good friend you need

balance your needs and your friend鈥檚. Well done. (You may also show your

students the results above and let themlves lf-reflect upon their own values of

friendship) II. Pre-reading To focus the Students鈥?attention on the main topic of

the reading passage. To activate their previous knowledge on the topic. III. Talking

and sharing Work in groups of four. Tell your group mates how you reflect on the

questions. 1. Why do you need friends? Make a list of reasons why friends are

important to you. 2. What do you think a good friend should be like? List what a good

friend should do and share the list with your partners. 3. Does a friend always have

to be a person? What el can be a friend? 4. Do you think a diary can become your

friend? Why or why not? Instructions: The teacher can give each group one of the

questions above to talk about. Then let the class share their ideas. It鈥檚 better to

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stimulate the students to challenge their classmates鈥?opinions about the

questions. Possible answers Q1: Reasons I need friends: 鈥?to cope with stressful

situations in life 鈥?to share my worries and crets in my inner world 鈥?to show

my concern for other people 鈥?to let other people share my happiness 鈥?to

unfold to other people the crets in my heart (to name but few.) Q2: A good friend

should: 鈥?tell me the truth (honest) 鈥?be good to me (friendly) 鈥?be willing to

consider or accept others鈥?ideas or opinions (open-minded) 鈥?be willing to help

others (generous or helpful) 鈥?be good-tempered 鈥?think about what others

need and try to help them (caring) 鈥?be loyal to their responsibility (responsible)

鈥?not easily upt (easy-going) 鈥?be out-going (like to meet and talk to new

people) 鈥?be tolerant (allow other people to have different opinions or do

something in a different way) 鈥?be lfless (to name but few) Q3: What el can be

a friend? Answers can be various. (omitted) Q4: Students鈥?answers may vary but

must include a reason. Yes. I think it can be, becau I can t down how I feel every

day in my diary, and let other people read it to share my feelings some time later.

Above all, it feels good to write down my thoughts and feeling on paper when I am

sad or lonely. IV. Reading 1. Looking and guessing Work in pairs. Look at the pictures

and the heading and guess what the text might be about. 1). Imagine what it might

be like if you had to stay in your bedroom for a whole year. You could not leave it

even to go to the WC or to get a cup of tea. How would you feel? 2). What would you

choo if you are only allowed to have five things with you in the hiding place

becau there is very little room? 2. Reading to summari the main idea of each

paragraph. Skim the text and summari the main idea of each paragraph in one

ntence. Para. One: Anne made her diary her best friend whom she could tell

everything. Para. Two: Anne鈥檚 diary acted as her true friend during the time she

and her family had to hide away for a long time. Para. Three: Having been kept

indoors for so long, Anne grew so crazy about everything to do with nature. 3.

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Language focus Next you are to read and underline all the uful expressions or

collocations in the passage. Copy them to your notebook after class as homework.

laugh at, go through, make/call + O +Noun (as O.C.), hide away, t down, grow crazy

about, do with鈥? there was a time when鈥? keep sb. spellbound, on purpo, in

order to do sth., far too +adj./adv, happen to do sth., it was the first/cond time that

鈥? face to face V. Closing down Closing down by doing exercis To end the lesson

you are to do the comprehending Exercis 1 and 2. Closing down by discussion of

ideas Work in groups of four. Discuss the ideas put forward in the reading passage. It

does not matter whether you agree or disagree. What is important is that you should

have a reason for what you say. Also you can put forward your own ideas, either

criticising the text or using it as a support: 鈽?What would you do if your family

were going to be killed just becau they did something the Emperor did not like?

鈽?Where would you plan to hide? 鈽?How would you arrange to get food given to

you every day? What would you do to pass the time? Language chunks from Unit 1

Friendship add up, get sth. done, calm sb. done, have got to, go on holiday, talk care

of, walk the dog, get loo, pay for sth, cheat in the exam, should have done,

someone el鈥檚, laugh at, go through, hide away, t down, a ries of, a hiding

place, I wonder if鈥? grow/be/become crazy about, could have done, keep

ound, keep doing, stay awake, on purpo, in order to, by onelf, far too

much, it was(is) the first time that鈥? face to face, feel lonely/sit alone, save one鈥檚 life, be concerned about, with so many clothes on, have trouble with sb, at the

moment, get along (well) with sb./ sth, enjoy doing, be/become/make friends with,

be/fall in love (with), try sth. out on sb. ask for advice, give sb. some advice on鈥?

make an effort to do sth., join in sth., show one鈥檚 interest in, far and wide, pay

attention to, look to one鈥檚 own concern, share one鈥檚 thoughts and feelings

with sb, come to a conclusion, be prepared to do sth., a heart-to-heart talk, hurt one鈥檚 feelings, change one鈥檚 mind, live in peace, go on a picnic, get away with,

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feel at home, in need Period 2: A sample lesson plan for Learning about Language

(Direct & Indirect Speech(鈪? statements & questions) Aims To discover uful words

and expressions To discover uful structures Procedures I. Warming up Warming up

by discovering uful words and expressions Turn to page 4 and do Exercis 1, 2, 3

and 4 first. Then check your answers with your class partner. II. Learning about

grammar: Direct and Indirect Speech Speech In direct speech, the original

speaker's exact words are given and are indicated by quotation marks. 鈽?鈥淚 don鈥檛 know what to do,鈥?said Dean. In some grammar books, 鈥榮aid Dean鈥?is

referred to as a reporting clau. 鈥淚 don't know what to do,鈥?is referred to as

the reported clau. 2. Indirect Speech In indirect speech, the exact meaning of the

speaker鈥檚 words is given, but the exact words are not directly quoted. 鈽?Dean

said that he didn鈥檛 know what to do. To convert direct speech into indirect

speech: If the main verb is past ten, prent ten verbs in 鈥榯hat clau鈥?must also be changed to past ten. Dean said that he didn鈥檛 know what to

do. First and cond person pronouns must be changed to third person pronouns.

Dean said that he didn鈥檛 know what to do. (The word 鈥榯hat鈥?can often be

left out: Dean said he didn鈥檛 know what to do.) 3. Indirect Questions Direct

question: 鈥淒id Marama鈥檚 hor win a prize?鈥?Owen asked. Indirect

questions: Owen asked whether (or if) Marama鈥檚 hor had won a prize. The

same rules apply to indirect questions as to indirect statements. The difference is

that a wh- clau is ud instead of a that clau. Direct question: 鈥淲hy won鈥檛

you marry me?鈥?asked Donald. Indirect question: Donald asked her why she

wouldn鈥檛 marry him. In telling a story or recounting events, a speaker using

direct speech has all the resources of intonation to produce a lively account. Becau

indirect speech is always speech reported by someone el, the account is more

rerved and restrained. 鈥淲hat shall we do?鈥?asked Bev. 鈥淒on鈥檛 worry,

Bev,鈥?said Duncan, 鈥淚鈥檝e got a plan.鈥?Bev asked Duncan what they should

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do. He told her not to worry and that he had got a plan. The ability to change direct

speech into indirect speech is a uful skill for tho engaged in taking the minutes of

a meeting or reporting on events. Direct speech: 鈥淔irst of all, I would like to thank

everybody who helped with the fair. The results were very good, and we will now be

able to buy two more computers.鈥?Indirect speech: The principal said that he

would like to thank everybody who had helped with the fair. He announced that the

results were very good and that the school would now be able to buy two more

computers. III. Discovering words and expressions Do exercis 1, 2, 3 and 4 on page

4 and 5. Check your work with your partner鈥檚. IV. Discovering structures Do

exerci 1 and 2. Check your work with your partner鈥檚. Period 3: A sample lesson

plan for Using Language

(A letter from a student to the editor of The 21st Century) Aims To listen to a letter

about friendship To speak about a questionnaire about friendship To write advice

about friendship To write a few lines describing a friend Procedures I. Warming up 1.

Read the letter to Miss Wang and find out what was uptting Lisa. 2. Listen to what

Miss Wang says, and then answer the questions in Exerci 2. 3. Listen to the tape

again and try to spell out the missing words in Ex 3. II. Talking about designing a

questionnaire Work in groups of four. Design a questionnaire to find out what kind of

friends your classmates are. Ask the Students to u the quiz in the Warming Up as

an example. Note: The students should be talking while they are doing the task. This

provides the students with the opportunity to practi expressing thought and

concern in matters of immediate concern and interest. Tell the students to follow

the steps: Step1: In your group, come up with four situations among friends.

Design four questions accordingly with three possible answers. Step2: Put the four

questions together and form a questionnaire. Step3: Check the questionnaire

through and try it out on your own group. Step4: Share your questionnaire with

another group and try each other鈥檚 questionnaires. Sample questionnaire: This

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questionnaire has four questions, and each question is followed by a t of possible

answers. Plea read the questions, and then consider which respon fits you best.

am I clo friends with this person now? A. Becau being friends with

him/her helps me feel important. B. Becau my friend would be upt if I ended the

relationship. C. Becau he/she is someone I really enjoy sharing emotions and

special events with. 2. Why do I spend time with my friend? A. Becau my friend

would get mad at me if I didn鈥檛. B. Becau it is fun spending time with him/her. C.

Becau I think it is what friends are suppod to do. do I listen to my friend鈥檚 problems, or to what my friend has to say? A. Becau my friend prais me

and makes me feel good when I do. B. Becau it鈥檚 interesting and satisfying to

be able to share like that. C. Becau I really value getting to know my friend better.

do I keep promis to my friend? A. Becau I believe it is an important

personal quality to live up to my promis to a friend. B. Becau it would threaten

our friendship if I were not trustworthy. C. Becau I would feel bad about mylf if I

didn鈥檛. Scoring Sheet: Q1 A 1point Q2 A 1point Q3 A1 point Q4 A3 points B

2points B 2points B2 points B2 points C 3points C 3points C3 points C1 point 鈽?4~6

points: You are not a good friend. You either neglect your friend鈥檚 needs or just

do what he/she wants you to do. You should think more about what a good friend

needs to do. 鈽?7~9 points: You are a good friend but you sometimes let your

friendship become too important, or you fail to show enough concern for your friend鈥檚 needs and feelings. Try to strike a balance between your friend鈥檚 needs

and your own responsibilities. 鈽?10+ points: You are an excellent friend who

recognizes that to be a good friend you need balance your needs and your friend鈥檚. Well done. Students work in groups and try their own questionnaires in the

school to collect more information about students鈥?reflection of the values of

friendship. III. Guided writing 1. Read the letter to the editor from Xiaodong and

make sure you know what problem Xiaodong has. 2. Discuss in groups of four. Think

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what advice you can give Xiaodong. 3. Write your advice to Xiaodong as an editor

individually. Sample writing: Dear Xiaodong, Some people like talking with others,

but some people are shy. If you fall into the cond group, it can be hard to make

friends. But you can change the situation. What are you interested in? If you like

basketball, for example, you could talk with some of your classmates who like

basketball. The easiest way to start talking to people is to find something you have in

common. If you are standing beside a group of your classmates, join in their

discussion if you know something about the subject they are discussing. But if you

don鈥檛, you shouldn鈥檛 feel afraid to say, for example, 鈥淭hat sounds

interesting, what is it about?鈥?Once you start talking to one person, it will get

easier to talk to others. Find one person you have something in common with, and

once you become friends with him, his friends will start talking to you too. Good luck!

Editor IV. Writing asssment 1. Can you give Xiaodong some good advice? 2. I s your

letter well developed? 3. Are your ideas well organized to the point? 4. Do you have a

good choice of words and idioms in your writing? 5. Do you get a good mastery of

complex structures of language? 6. What kind of mistakes have you made in your

writing? What can you do to avoid such mistakes? V. Further Applying Here are some

proverbs about friends and friendship. Read them carefully and pay attention to the

ntence stress and intonation. Then write a passage. Choo some you agree and

explain why. Then choo some you disagree and explain why.

鈻燳ou may also have the students complete the task as homework after class. Part

Two: Teaching Resources (? Section 1: Background

reading on friendship Friendship Quotes I. Questions about friendship is the

main problem in friendship? (leaving someone out) do you keep a friend?

(treat someone like you want to be treated) is a good friend? (somebody

whom you can depend on) if your friend said they wouldn鈥檛 be your

friend if you were another person鈥檚 friend? (That 鈥渇riend鈥?would not mind

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if she were really your friend.) 鈽?鈥淭rue friendship is like sound health; the value

of it is ldom known until it be lost.鈥?-- Charles Caleb Colton 鈽?鈥淎 friend is

one who walks in when others walk out鈥?--Walter Winchell 鈽?鈥淎 friend is one

who believes in you when you have cead to believe in yourlf.鈥?--- Lysha 鈽?鈥淭he better part of one's life consists of his friendships.鈥?-- Abraham Lincoln 鈽?鈥淎dvice is like snow; the softer it falls, the longer it dwells upon, and the deeper it

sinks into the mind.鈥?--- Samuel Taylor Coleridge 鈽?鈥淔riendship is the golden

ribbon that ties the world together.鈥?---Kristina Kentigian 鈽?鈥淔riends are the

sunshine of life.鈥?---John Hay 鈽?A friend in need is a friend indeed. II. Tips on

being a good friend 鈥?Treat your friends the way you want to be treated. 鈥?Keep

crets that are told to you. 鈥?Pay attention when your friend is talking. 鈥?Keep

your promis. 鈥?Share things with your friend. 鈥?Tell your friend the truth.

鈥?Stick up for your friend. III. What kind of friend are you? 1. If your friend tells you

a cret that isn鈥檛 bad but you promid not to tell anyone, you will________. A.

tell everyone B. keep the promi 2. If you know your friend is planning to cheat on a

test, you will________. A. tell your teacher B. let your friend cheat C. help your friend

study for the test so she won't feel she needs to cheat 3. If your friend tells you a

cret and it may cau his or her death, you will________. A. tell a trusted adult B.

keep it a cret C. tell your friends You may print this sheet and answer the questions.

Then discuss the answers with your friends. A true friendship should: 锟絜ncourage

you to live your dream. 锟絪upport you toward your goals. 锟絪ympathize for your

loss and help you find a silver lining. 锟絙uild your lf-esteem. If happiness and

life-satisfaction are your goals, your friends should be chon on the basis of how

well they can accomplish tho four goals. Happiness is a personal choice that comes

from within. But, as the friendship poem says, it surely doesn鈥檛 hurt to have

supportive friendships that help us achieve our goals. IV. Self-reflection upon

friendship Read the following statements and then tick Yes (鈭? or No( 脳) to show

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your opinions upon friendship. 1. Friendship is very important to me. 2. I have a lot of

friends. 3. There can be true friendship between a schoolboy and a schoolgirl. 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 clo friend. 8. When my

friend is in trouble, I am always ready to help. 9. I don鈥檛 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 Choo friends wily, the portrait they paint Is who you are and who you ain鈥檛. Friendship is life鈥檚 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鈥檚 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 em like a silly question. We

all tend to think, 鈥淥f cour they bring out the best in me. I wouldn鈥檛 be

friends with them otherwi.鈥?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 becau the exposure to the target

language is limited in class. So teachers cannot rely on their students 鈥榩icking up鈥?lexical items. This makes explicit vocabulary teaching necessary. However,

vocabulary is notoriously difficult if not impossible to teach becau of the

complexity of its linguistic, mantic and psycho-cognitive aspects II. Best approach

There are no universally uful strategies and they contribute to vocabulary learning

in different ways. Students u 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

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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. The teacher

should create activities and tasks (to be done both in and outside class) to help

students to build their vocabulary and develop strategies to learn the vocabulary on

their own. Students experiment and evaluate and then decide which to adopt or

reject since strategies are not intended to be prescriptive. III. Practical activities Here

is a lection of practical activities that direct learners towards using strategies of

vocabulary learning. 1. The uful alphabet (lf-initiated independent learning) Each

student gets a letter and has to find 5, 10 or 15 words he or she thinks would be

uful for him or her. He or she then report to the class, perhaps as a mingle activity,

using word cards (on one side they write the letter, on the other the information on

the word - spelling, pronunciation, definition). 2. Word bag (formal practice) This is to

get your students to write down new words they hear in class. At the beginning of

the term/cour, divide students into groups of about 5 and give each group a

number (e.g. 1-6). At the beginning of each class, give each group about 10 cards on

which they write the number of their group and the new words they hear in class. At

the end of each class, they put their cards into the 鈥渨ord bag鈥?and every 2

weeks you check whether they still know tho words and which group has the most

cards. In the end there are two winners: the group that has the most cards, and the

one that knows more words. 3. Especially for you (Functional practice) The teacher

prepares a list of words. Each student gets one word, which is prepared especially for

him or her. The trick is that each student gets a word who initial letter is the same

as the initial of the student鈥檚 first name, e.g. Linda gets listless. Each student

must look it up in the dictionary during the class and after a few minutes report to

the class. E.g. 鈥淢y name is Linda and I鈥檓 listless. That means that I am ...

(definition)...鈥? For homework students can do the same using their surname. 4.

Word tour (memorizing) Instructions for your students: Think of a town or city you

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know well. Imagine that you are organizing a sighteing tour. Think of 5 places you

would include on your tour and write down the order in which the tourists would

visit them. Learn your tour off by heart so that you can picture it in your mind.

Whenever you have 5 new English words to learn, imagine the words are the

tourists on your tour and picture the words in the places on your tour like this. Tour:

Trafalgar Square; Buckingham Palace; Hous of Parliament; Westminster Abbey;

Downing Street. Words to learn: apron, dustpan, vacuum cleaner, feather duster,

broom. Imagine Nelson on his column in Trafalgar Square wearing an apron, the

queen brushing the floor in Buckingham Palace and using Section 3:

Words and expressions from Unit 1 Friendship add v.1. put something with

something el or with a group of other things: Do you want to add your name to the

list? 2. to put two or more numbers together in order to calculate the total: Add 6

and 6 to make 12. 3. to increa the number: The sales tax adds 15% to the price of

clothes. 4. to say some more that is related to what has already been said: That鈥檚

all I want to say. Is there anything you鈥檇 like to add. Other verbal phras of 鈥渁dd鈥?add to: to make something larger and more noticeable: Our explanation

emed only to add to his bewilderment. add up: to calculate the total of veral

numbers: Add your scores up and we鈥檒l e who won. add up to: to have a

particular result: His schooling added up to no more than one year. point: n. 1. small

spot: The stars shone like tiny points of light in the sky. 2. sharp end: a knife with a

very sharp point. 3. a unit ud to show the score in a game or sport: She lost three

points for that fall.(in a skating match) upt: 1. vt. & vi. to make someone feel

unhappy or worried: I鈥檓 sorry, I didn鈥檛 mean to upt you. . (not before

noun) unhappy and worried: She was still upt about the argument that she had

had with Harry. ignore: vt. 1. to behave as if you had not en or heard someone or

something(涓嶇悊鐫?: Either she didn鈥檛 e me wave or she deliberately

ignored me. 2. to pay no attention to something that you have been told or that you

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know about(): Some drivers simply ignore speed limits. calm: 1. adj. quiet and

without excitement, nervous activity or strong feelings: Keep calm, and try not to

panic. 2. vt.& vi. to make someone or something quiet after strong emotion or

nervous activity: Charlie tried to calm the frightened children. 3. calm down: vt &vi.

to become quiet or make someone quiet after strong emotion or nervous activity:

Calm down and tell me what happened. concern: 1. n. worry: something that worries

you or a feeling of worry: There is growing concern about/over the effects of

pollution on health. The ri in unemployment is of great concern to the government.

. to make someone feel worried or upt: The fact that she spends so much

money on her own really concerns me. More and more people are concerning

themlves with/about environmental problems. 3. be concerned about/for/with:

Ross has never been concerned about what other people think of him. Rescuers are

concerned for the safety of tho trapped in the mine. This story is concerned with a

Russian family in the 19th century. cheat: . to behave in a dishonest way in order

to win or to get a advantage in a competition, game or examination: Jack always

cheats at cards. 2. vt. to trick someone who trusts you. share: vi & vt. equally:

The last bus had gone, so the three of us shared a taxi. I shared a room with him at

college. 2. to have the same opinion, experience, feeling etc as someone el: I share

your concern about this problem. 3. to tell other people about an idea, cret,

problem: It鈥檚 always better to share your worries. 4. n. part of sth.: I do my share

of the houwork. Don鈥檛 worry---you鈥檒l get your fair share. t down: to

write down something so that you have a record of it: I want to t down my feelings

on paper. Other verbal phras of 鈥渟et鈥?t apart: to make someone or

somebody different from other people or things. t aside: to keep some money or

time for a special purpo t off: to start to go somewhere/ to cau a explosion t

out: to start a journey/ to talk about something in an organized way t up: to start

an organization/ to build something crazy adj. 1. impractical; foolish: That鈥檚 the

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craziest idea I鈥檝e ever heard. 2. mad; ill in the mind: Turn that music down---it鈥檚 driving me crazy. 3. be crazy about=to like sb. very much, or be very interested in

something: The boy is crazy about football. 4. like crazy=very hard: We have to work

like crazy to get this finished on time. purpo: 1. n. an intention or plan; the feeling

of having an aim in life: The discussion rves a twin purpo---instruction and

feedback. Tom went for a walk, with no definite purpo in mind. 2. on

purpo=deliberately trust: 1. n. a strong belief in the honesty, goodness etc. of

someone or You shouldn鈥檛 put your trust in a man like that. 2. vt.

to believe that someone is honest and will not harm you or cheat you: I trusted Max,

so I lent him the money. Can he be trusted to look after your pet dog? suffer: vt. & vi.

1. to experience physical or mental pain: At least he died suddenly and didn鈥檛

suffer a lot. 2. to be in a very bad situation that makes things very difficult for you: If

you break the law, you must be prepared to suffer the punishment. She was very

generous to him but she suffered for it when he ran away with all her money.3. to

experience something unpleasant: The car suffered vere damage in the accident.

get along (with): 1. to have a friendly relationship: If you two are going to share a

room, you鈥檇 better learn how to get along. I鈥檝e always found him a bit

difficult to get along with. 2. to progress you are doing: How are you getting along

with your English studies? Other verbal phras of 鈥済et鈥? get about/around:

(news)get widespread get away: to succeed in leaving a place get back: to return to a

place; to have sth. returned to you get down: to make sb. feel unhappy; get down to

sth./doing sth.: to start doing something that needs a lot of time or energy. get over:

get well after an illness; to do and finish sth. difficult get through: to pass a test or

exam communicate: vi. to express your thoughts and feelings: Parents sometimes

find it difficult to communicate with teenage child.