高中英语 Unit 5 Theme parks Section 3 Using Language课后限时作业 新人教版必修4
高中英语知识讲解 Unit 5 Theme parks单元语言点
Unit 5 Theme parks 语言点编稿：张桂琴审稿：梁晓目标认知重点词汇various, wonder，perform，fun，experience，survive，advance，brand, beyond, admission，way，preserve重点短语be famous for, no wonder, more than，take part in，get close to，e to life重点句型whichever and whatever引导的是让步状语从句知识讲解重点词汇various【原句回放】There are various kinds of theme parks… 有各种各样的主题公园。
【点拨】various adj. 不同的；各种各样的On Christmas evening our classroom was decorated with various lights.圣诞之夜我们的教室装饰上了各种各样的灯。
【拓展】variety n.品种；种类常用搭配：a variety of =varieties of 多种的，各种各样的（既可修饰可数名词，也可修饰不可数名词）Everyone arrived late at the party , for a variety of reasons.参加聚会的人因各种原因都来迟了。
A variety of flowers will be sent here. 大量的鲜花将被送到这里。
The sports meeting was put off for variety of reasons. 运动会因各种原因被迫推迟。
wonder【原句回放】With all these attractions，no wonder tourism is increasing wherever there is a Disneyland．有这么多引人入胜的东西，难怪哪里有迪斯尼乐园，哪里的旅游业就会发展。
高中英语Unit5ThemeparksSection3UsingLanguage课时作业新人教版必
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Unit 5 Theme parks Section 3 Using LanguageⅠ.单项语法填空1.To see what has happened，they are trying to get close __to__ the scene through the crowd。
解析：考查短语get close to.句意:为了看清发生了什么，他们尽力穿过人群靠近现场.get close to表示“靠近……”.2.—It is said that John，together with his parents,__has gone__(go）to America。
-Really？No wonder I haven’t seen hi m these days。
解析:考查主谓一致。
句意：——据说约翰和他父母一起去美国了。
——真的吗？怪不得这几天我都没有见到他。
当主语后有together with＋n。
/pron.结构时,其谓语动词的单复数应与主语保持一致。
高中英语Unit 5 Theme parks 人教版必修四
Unit 5 Theme parksPart One: Teaching Design1．A sample lesson plan for reading(THEME PARKS ——FUN AND MORE THAN FUN)AimsTo help students develop their reading ability.To help students learn about Theme parks.ProceduresI. Warming upWarming up by discussingGood morning, class. Today we are going to visit theme parks. But first what do you think a theme park is? With a classmate discuss what you might do in a theme park.(For reference: A large Christmas party is being prepared at our Theme park. Visitors will find a dancing carnival, a European wedding, military band performances, classical Christmas plays and Christmas parades in the theme park. The 108-meter-tall Eiffel Tower will be lit up during the holidays with four types of lights.)Warming up by watching and listeningHi, every one. Today we are going to visit Theme parks. Look at the screen and listen to me telling you about them.This is the Universal's Islands of Adventure which was opened in 1999, making Universal Orlando the nation's second multi-gate theme park resort (after Walt Disney World). IoA was Universal's first non-studio theme park, and was intended to pay tribute to characters from books, comics, cartoons and legend, rather than movies.Of course, that hasn't stopped Universal and other studios from making films about almost every character represented in IoA over the past few years, rendering the park thematically indistinguishable from its sister, Universal Studios Florida.Warming up telling experiencesNice to see you again, boys and girls. As you have all travelled somewhere before I shall ask two of you at random to tell the class about their travel experiences.(For reference: Visiting Disney World was a childhood dream of mine, and I was able to realise it last year. I plan to keep going back, even given the overt commercialism. It is not a place I could live in, but it definitely has magic.One of the best parts was that I was able to interact with most of the Disney characters, even though their appearance and mannerisms varied from the Disney comic books I read.A few select pictures are included here, but my recommendation if you're taking a kid is to make sure they get some time with the characters. I can't think of anything cooler. )II. Pre-reading1. Looking and sayingWork in pairs. Look at the photos and theme parks and predict the contents of the text. When you are ready, join another pair and compare your predictions and the clues that helped you to make the predictions.(For reference: From the photos and title I guess that the text tells about Theme parks where yo u can joy yourselves and have fun with various activities…2. Talking and sharingWork in groups of four. Tell your group mates what you know about theme parks. Then the group leader is to stand up and share your group idea with the class.Boating LakePedaloe boats on ourboating lake with views ofMegafobia. Suitable for upto five people.(For reference: As you wander down Mainstreet USA in the Magic Kingdom Park of Walt Disney World, you might stop and take a peek in the Mainstreet Theatre. Here, Steamboat Willie shows how it all began depicting the first appearance of Mickey Mouse. At this point people usually stop for a bit, perhaps to rest from the hot Florida summer, laugh at Mickey's antics as he uses various animals as musical instruments (long before Beavis and Butthead were throwing cats in drying machines), and walk away amused and entertained.That was Walt Disney's primary goal. Today, people might consider the first cartoon featuring Mickey as art, along with a host of other creative works produced by people who work at Disney. Notable among them are Carl Barks and Don Rosa, whose works sell in the thousands. However, Walt Disney himself never thought that what he, and his employees, did was art: "I don't pretend to know anything about art. I make pictures for entertainment, and then the professors tell me what they mean." )III. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text THEME PARKS ——FUN AND MORE THAN FUN. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3. Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at thebeginning, the middle or the end of the paragraph.WaterfallA steep shoot sends youskipping across a shallowpool of water on a singlesledge. Beware, you mightget wet on this ride.(For reference: 1st paragraph: Parks provide people with a place to amuse themselves and to escape their busy lives for a while. 2nd paragraph: Many parks have been designed to provide entertainment. 3rd paragraph: Theme parks have a certain idea—a certain theme —that the whole park is based on. 4th paragraph: Some are history or culture theme parks. 5th paragraph: The oldest theme park in the world is Disneyland, built near Los Angeles, California in 1955. 6th paragraph: There are also science theme parks. )4. Reading and transferring informationRead the text again to complete the table.5. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.Closing down by doing exercisesTo end the lesson you are to do the comprehending exercisesNo. 1, 2 and 3 on page 34.Closing down by having a discussionDo you lake a theme park? Why or why not?(For reference: All over the world people seek stimulating experiences to take their mindaway from everyday troubles, and the United States is definitely no exception to this rule.Most of its residents have the money and time to entertain themselves as it pleases them --and visiting amusement parks certainly does please them. )Closing down by defining a theme parkWhat is a theme park? Define it in your own words.(For reference: How do theme parks differ from ordinary amusement parks? NationalAmusement Park History Association defines a theme park as "an amusement park inwhich the rides, attractions, shows and buildings revolve around a central theme or group of themes. Examples include the Disney parks, the Six Flags Parks and the Paramount parks." An amusement park, according to NAPHA, is "an entertainment facility featuring rides, games, food and sometimes shows." The World of Coasters’ glossary defines a theme park as "an amusement park which has one or more "themed" areas, with rides and attractions keyed to the theme of their location within the park. Disneyland, Knotts Berry Farm, and Busch Gardens Williamsburg are examples of theme parks." )2．A sample lesson plan for Learning about Language(Word formation)AimsTo help students learn about word formation.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.II. Learning about Word formationThe basic part of any word is the root; to it, you can add a prefix at the beginning and/or a suffix at the end to change the meaning. For example, in the word "unflattering," the root issimply "flatter," while the prefix "un-" makes the word negative, and the suffix "-ing" changes it from a verb into an adjective (specifically, a participle).English itself does not use prefixes as heavily as it once did, but many English words come from Latin, which uses prefixes and suffixes (you can use the word affix to refer either to a prefix or a suffix) quite extensively. For example, the words "prefix," "suffix," and "affix" themselves are all formed from "fix" by the used of prefixes:∙"ad" (to) + "fix" (attached) = "affix"∙"pre" (before) + "fix" = "prefix"∙"sub" (under) + "fix" = "suffix"Note that both the "-d" of "ad" and the "-b" of "sub" change the last letter.Here are some of the most common Latin prefixes (for the meanings of the Latin roots, look up the words in a good dictionary):ab (away) abrupt, absent, absolvead (to) adverb, advertisment, afflictin (not) incapable, indecisive, intolerableinter (between, among) intercept, interdependent, interprovincialintra (within) intramural, intrapersonal, intraprovincialpre (before) prefabricate, preface preferpost (after) postpone, postscript, postwarsub (under) submarine, subscription, suspecttrans (across) transfer, transit, translateIII. Ready used materials for Word formation了解了英语构词法是迅速扩大词汇量的有效途径之一。
高中英语 Unit 5 Theme parks Section
感顿市安乐阳光实验学校Section ⅢGrammar Ⅰ.阅读理解AMillions of people pass through the gates of Disney's entertainment parks in California, Florida and Japan each year. What makes these places an almost universal attraction? What makes foreign kings and queens and other important people want to visit these Disney parks? Well, one reason is the way they're treated once they get there. The people at Disney go out of their way to serve their “guests”， as they prefer to call them, and to see that they enjoy themselves.All new employees, from vice presidents to parttime workers, begin their employment b y attending Disney University and taking “Traditions Ⅰ”. Here, they learn about the company's history, how it is managed, and why it is successful. They are shown how each department relates to the whole. All employees are shown how their part is important in making the park a success.After passing “Traditions Ⅰ”， the employees go on to do more specialized training for their specific (具体的) jobs. No detail (细节) is missed. A simple job like taking tickets requires four eighthour days of training. When one ticket taker was asked why it took so much training for such a simple, ordinary job, he replied, “What happens if someone wants to know where the restrooms are, when the parade starts or what bus to take back to the campgrounds? ... We need to know the answers or where to get them quickly. Our constant aim is to help our guests enjoy the party.”Even Disney's managers get involved in the daily management of the park. Every year, the managers leave their desks and business suits and put on special service clothes. For a full week, the bosses sell hot dogs or ice cream, take tickets or drive the monorail, and take up any of the 100 jobs that make the entertainment park come alive. The managers agree that this week helps them to see the company's goals more clearly.All these efforts to serve the public well have made Walt Disney Productions famous. Disney is considered by many as the best mass service provider in America or the world. As one longtime business observer once said, “How Disney treats people, commu nicates with them, rewards them, is in my view the very reason for his fifty years of success ... I have watched, very carefully and with great respect and admiration, the theoryand practice of selling satisfaction and serving millions of people on a dail y basis, successfully. It is what Disney does best.”【语篇解读】本文是一篇说明文。
2024年新课标英语unit5themeparks课件
2024年新课标英语unit5themeparks课件一、教学内容本节课我们将学习2024年新课标英语五单元的主题公园（Unit 5 Theme Parks）。
教学内容主要包括教材的第三章，详细内容涉及主题公园的介绍、活动描述、方位表达以及相关的情景对话。
二、教学目标1. 学生能够掌握描述主题公园的词汇和表达方式，如roller coaster、carousel、water slide等。
2. 学生能够运用一般现在时描述在主题公园的活动，如“I am going to ride the Ferris wheel”。
3. 学生能够在实际情景中运用目标语言进行交流，提高口语表达能力。
三、教学难点与重点教学难点：方位表达和描述活动的句子结构。
教学重点：主题公园相关词汇和一般现在时的运用。
四、教具与学具准备1. 教具：PPT课件、主题公园图片、录音机、磁带。
2. 学具：学生用书、练习册、笔记本、彩色笔。
五、教学过程1. 导入：通过展示主题公园的图片，引导学生谈论他们去过的主题公园，激发学生的兴趣。
2. 新课内容：学习主题公园相关词汇和表达，进行例句讲解和随堂练习。
a. 教师展示PPT，呈现新词汇，引导学生跟读。
b. 教师给出例句，解释一般现在时的用法，让学生模仿造句。
c. 学生进行小组活动，用新学的词汇和句型描述主题公园的活动。
3. 情景对话：播放教材录音，让学生听并模仿对话，提高口语表达能力。
4. 随堂练习：完成练习册上的相关习题，巩固所学知识。
六、板书设计1. 主题公园词汇：roller coaster、carousel、water slide等。
2. 一般现在时的句子结构：主语 + 动词原形。
3. 常用方位词：in front of、behind、next to等。
七、作业设计1. 作业题目：以小组为单位，编写一段关于主题公园的对话，至少包含5个新学的词汇和3个一般现在时的句子。
2. 答案示例：A: What are you going to do at the theme park, Tom?B: I'm going to ride the roller coaster. It's really exciting!A: I want to try the water slide. Do you know whereit is?B: It's behind the carousel. Let's go!八、课后反思及拓展延伸1. 反思：本节课学生的参与度较高，能够积极运用新学的词汇和句型进行交流，但部分学生在方位表达方面仍需加强。
高一英语Uni5Themeparks课件新课标
高一英语Uni 5 Theme parks课件新课标一、教学内容本节课我们将学习高一英语第五单元“Theme parks”，具体涉及教材的第三章。
内容主要包括主题公园的定义、特点、分类以及著名主题公园的介绍。
我们将详细学习如何运用英语描述主题公园的特色，掌握相关的词汇和表达方式。
二、教学目标1. 了解并掌握主题公园的相关词汇和表达方式。
2. 能够运用所学知识，对主题公园进行描述和介绍。
3. 培养学生的听说读写综合运用能力，提高他们对英语的实际运用水平。
三、教学难点与重点1. 教学难点：主题公园相关词汇和表达方式的掌握，以及如何将这些词汇和表达方式运用到实际情景中。
2. 教学重点：对主题公园的描述和介绍，以及听说读写综合能力的培养。
四、教具与学具准备1. 教具：PPT、黑板、录音机、磁带。
2. 学具：课本、练习册、笔记本、字典。
五、教学过程1. 导入：通过展示一组国内外著名主题公园的图片，引发学生对主题公园的兴趣，进而导入本课内容。
2. 呈现：呈现教材第三章内容，引导学生学习主题公园的定义、特点、分类等相关知识。
3. 讲解：针对重点词汇和表达方式，结合例句进行讲解，帮助学生理解和掌握。
4. 实践：设置实践情景，让学生分角色扮演游客和导游，进行主题公园的介绍和描述。
5. 互动：组织学生进行小组讨论，分享他们了解到的主题公园信息，提高学生的听说能力。
6. 练习：设计随堂练习，让学生运用所学知识进行巩固。
六、板书设计1. Theme parks2. 主要内容：Definition of theme parksCharacteristics of theme parksClassification of theme parksVocabulary and expressions七、作业设计1. 作业题目：（1）Write a short passage about your favorite theme park.（2）Translate the following sentences into English:a. I enjoy visiting theme parks because they are full of fun and excitement.b. The most impressive theme park I've been to is Disneyland.c. There are various kinds of theme parks, such as amusement parks, water parks, and cultural parks.2. 答案：a. 我喜欢参观主题公园，因为它们充满乐趣和刺激。
高中英语_Unit 5 Theme parks教学设计学情分析教材分析课后反思
M4 Unit5 Theme Parks---fun and more than fun教学设计高中英语必修4第五单元Theme parks是高一下半学期的最后一个单元，包含两篇描述名胜景点的文章、体现问路和指方向的功能句型、词的构成以及设计一个导游手册。
本单元主要的文章就是第一篇课文Theme parks --- fun and more than fun 切合单元主题，简单介绍了主题类别和详细描述了三个主题公园，给学生提供了描述地点、主题和特色的功能句型。
本节课设计特色如下：1.主线清晰---双线并行：A借助《爸爸去哪里》歌和三个小主人公去旅行导课，围绕帮助他们就兴趣爱好选择合适主题公园为线索展开。
B.始终围绕着描述主题公园三要素：location, theme, attractions 展开，由结构到段落，到句型，再回归段落和结构，层层递进。
2.阅读方式---Jigsaw reading鉴于此文总-分-分-分的结构，教师邀请学生们分组进行Jigsaw reading; 根据三个主题公园不同主题，把六个小组根据个人兴趣分成2个cartoon group,culture group, history group；3.阅读理解---自由空间围绕每个公园的location\theme\attractions自主进行信息锁定、理解、加工和输出，不以某种表格、填空等方式限制他们学习和思维方式，有利于自主学习与探究；第二，在完成自我知识构建的过程中，学生们自主整理总结出很多关于location\theme\attractions的词汇和句型，相互交流，商议确定，进行系统的总结，形成关于介绍主题地点的思维导图；4.输出分二层---小型输出和大型输出本节课教学设计的重难点：本节课的教学重难点：第一，学生学会应用三要素和主要的表达方式来描述所学的主题公园，这是基于课文内容的呈现要求；第二，学生学会用所学的三要素和主要的表达方式来描述其他的主题地点；同时，学生要通过学习此篇课文了解世界文化历史以及增强保护和传承我国文化遗产的责任感和主人翁意识。
新课标英语unit5themeparks课件
新课标英语unit5themeparks课件一、教学内容本节课我们将学习新课标英语第五单元“主题公园”（Unit 5 Theme Parks）。
具体内容包括：1. 教材章节：Unit 5 Theme Parks，涉及第一至第四部分。
2. 详细内容：本节课我们将探讨世界各地的主题公园，学习相关的词汇、短语和语法结构，以及如何在真实场景中进行交流。
二、教学目标1. 能够听懂并准确运用与主题公园相关的词汇和短语。
2. 能够运用一般现在时和现在进行时描述主题公园的设施和活动。
3. 提高学生的口语交流能力，使他们能够在真实场景中自信地表达自己。
三、教学难点与重点1. 教学难点：一般现在时和现在进行时的区别与运用。
2. 教学重点：与主题公园相关的词汇、短语以及语法结构的掌握。
四、教具与学具准备1. 教具：PPT课件、录音机、磁带、卡片。
2. 学具：课本、练习册、笔记本、彩色笔。
五、教学过程1. 导入：通过展示世界各地的主题公园图片，引起学生的兴趣，导入新课。
2. 新课内容学习：（1）学习词汇：通过PPT展示，学习与主题公园相关的词汇，如roller coaster、carousel等。
（2）语法讲解：讲解一般现在时和现在进行时的用法，结合实例进行说明。
（3）听力训练：播放课文录音，让学生跟读并模仿。
3. 例题讲解：针对词汇和语法点，给出例题，进行详细讲解。
4. 随堂练习：让学生进行小组合作，用所学知识进行口语交流，教师进行指导。
六、板书设计1. Unit 5 Theme Parks2. 词汇：roller coaster、carousel、ferris wheel、water slide等。
3. 语法：一般现在时、现在进行时。
4. 例句：展示一般现在时和现在进行时的典型例句。
七、作业设计1. 作业题目：（1）抄写并翻译本节课所学的词汇和短语。
a. 你正在主题公园的过山车上。
b. 你的朋友在旋转木马上。
（3）结合课文内容，编写一段关于主题公园的对话。
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Unit 5 Theme parks Section 3 Using LanguageⅠ.单句语法填空1.By 16:30, which was almost closing time, nearly all the paintings had been sold.解析：which引导非限制性定语从句，作从句的主语。
2.Most members of the group supported the suggestion; only a minority(minor) were against it.解析：only a minority只有少数人。
3.Mr. Williams got close to the spaceship to have a look at it closely(close).解析：get close to靠近……；closely仔细地。
4.Less than twenty percent of the employees in their company are women. That is to say, women are in the minority.解析：in the minority占少数。
5.When you leave school, you should tell the headteacher in advance.解析：in advance提前。
句意：当你离校时，应提前告知班主任。
6.With so many things to deal(deal) with, I have to work late into the night.解析：考查非谓语动词。
句意：有很多事情有待处理，我得工作到深夜。
此处为“with+宾语+宾补”结构。
根据句意可知，很多事情还没有处理，故用不定式表示将来的动作。
7.Word came that the young businessman got close to being killed(kill) in the car accident.解析：考查非谓语动词。
句意：消息传来，那个年轻的商人差点在车祸中丧生。
get close to中的to是介词，其后跟动名词，且the young businessman与kill之间是被动关系，故填being killed。
8.This is the same book as I lost last weeks, but it’s not the same one.解析：考查定语从句。
句意：这和我上个星期丢失的那本书一样，但不是同一本。
根据but分句可知，空处填as。
the same…as强调的是同类不同物。
9.There have been so many school bus accidents recently. As a result, people are concerned about the school bus safety much.解析：考查冠词。
句意：近来出现了如此多的校车事故，因此人们非常关心校车的安全。
as a result因此，结果是，符合题意。
10.To keep safe in advance of an earthquake, you should remain at a spot in your room where nothing may fall on you.解析：考查固定搭配。
句意：在地震发生之前为了安全，你应该待在房间里某个东西不会砸到你的地方。
in advance of 在（某事）发生之前，提前。
Ⅱ.单句改错 1.To our joy, he settledsettle down to his research again, which proved that he got over the sadness of his failure.解析：考查时态。
句意：让我们高兴的是，他再一次安定下来做研究了，这证明他克服了失败的悲伤。
此处根据proved 可以确定用一般过去时。
2.Tourism is a big industry in China. Every year, millions of foreign tourists flood in, of whom Americans are in the majoritymajor . 解析：考查词形转换。
句意：旅游业是中国的一大产业。
每年，数以百万计的外国游客涌入中国，其中美国人占多数。
in the majority 占多数，拥有多数。
3.This is a fact with whichthat every schoolboy is familiar. 解析：考查定语从句。
句意：这是每个男学生都知道的事实。
分析句子结构可知，which 引导定语从句作介词with 的宾语，故填which 。
4.The teacher together with some students isare visiting the factory now. 解析：考查时态和主谓一致。
句意：这位老师和一些学生正在参观工厂。
together with 连接的两个名词或代词作主语时，谓语动词和前面的名词保持一致，这里要和前面的The teacher 保持一致，故谓语动词用单数；且根据题干中的now 可知，这里要用现在进行时。
5.The river water pollutedbeen has polluted by waste recently. 解析：考查时态和语态。
句意：近来河水被废弃物污染了。
The river water 与pollute 之间是被动关系，故用被动语态。
由副词recently 可知，应用现在完成时。
6.It was raining heavily. As little Jane felt cold, she stood closeto by her sister.解析：stand close to sb./sth.紧靠……站着。
7.The bridge is narrow; you ’ll have to cross it one byto one. 解析：此处表示“一个接一个地过桥”。
one by one 一个接一个地，陆续地。
8.Not only Jane but also I am are tired of having one test after another. 解析：not only …but also …连接两个并列主语时，谓语动词的形式以就近原则决定。
9.In October, the admissionadmit to Mount Tai rose by 50 yuan. 解析：admission to …获准进入……10.While reading the book, everything in the past cametoin life in his mind. 解析：come to life 变得活跃。
Ⅲ.阅读理解“Did you hear what happened to Adam last Friday?”Lindsey whispers to Tori. With her eyes shining,Tori brags ，“You bet I did. Sean told me two days ago.” Who are Lindsey and Tori talking about? It just happens to be yours truly, Adam Freedman, I can tell you that what they are saying is (a) not nice and (b) not even true. Still, Lindsey and Tori aren ’t very different from most students here at Linton High School, including me. Many of our conversations are gossip(闲话). I have noticed three effects of gossip: it can hurt people, it can give gossipers a strange kind of satisfaction, and it can cause social pressures in a group.An important negative effect of gossip is that it can hurt the person being talked about. Usually, gossip spreads information about a topic —breakups, trouble at home, even dropping out —that a person would rather keep secret. The more embarrassing or shameful the secret is, the juicier the gossip it makes. Probably the worst type of gossip is the absolute lie. People often think of gossipers as harmless,but cruel lies can cause pain.If we know that gossip can be harmful, then why do so many of us do it? The answer lies in another effect of gossip: the satisfaction it gives us. Sharing the latest rumor(传言) can make a person feel important because he or she knows something that others don ’t. Similarly, hearing the latest rumor can make a person feel like part of the “in group ”.In other words, gossip is satisfying because it gives peoplea sense of belonging or even superiority(优越感).Gossip also can have a third effect: It strengthens unwritten, unspoken rules about how people should act. Professor David Wilson explains that gossip is important in policing behaviors in a group. Translated into high school terms, this means that if everybody you hang around with is laughing at what John wore or what Jane said, then you can bet that wearing or saying something similar will get you the same kind of negative attention. The do’s and don’ts conveyed through gossip will never show up in any student handbook.The effects of gossip vary depending on the situation. The next time you feel the urge to spread the latest news, think about why you want to gossip and what effects your “juicy story”might have.语篇导读：本文是一篇说明文。