Unit 1 friendshipWord文档格式.docx

Unit 1 friendshipWord文档格式.docx

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3.肯定程度（certainty）

That’scorrect.Ofcoursenot.

语法

直接引语和间接引语

（1）:

陈述句和疑问句

1.陈述句

“Idon’twanttosetdownaseriesoffactsinadiary.”SaidAnne.

-----Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiary.

2.一般疑问句

Heasked,“Areyouleavingtonight?

”

---Heaskeduswhetherwewereleavingthatnight.

3.特殊疑问句

“Whendidyougotobedlastnight?

”fathersaidtoAnne.

---FatheraskedAnnewhenshewenttobedthenightbefore.

2.Suggestedteachingnotes

1）.Analysesoftheteachingcontents

Thisunitisaboutfriendship,andnearlyalltheteachingmaterialscenteronit.

Warmingup---Thequestionnaireleadsstudentstothinkandtalkabout

friendship,gettoknowtheproblemsbetweenfriends

andseeksolutions,whichmakespreparationsforthe

furtherteachingintopics,backgroundandvocabulary.

Pre-reading---Thequestionspromptstudentstothinkcriticallyabout

friendsandfriendshipinreality,alertingthemtothefact

thatbesidespeople,adiarycanbeafriend,too.

Reading---ThediarybytheJewishgirlAnnegaveaglimpseofherlife

duringherfamily’sshelterinAmsterdamfromtheGerman

Nazis’killinginworldwar2.shetreatsthediaryasherbestfriend,andinitrevealsherlongingforanormallifeandclosecontactwithnature,whichhelpshergetthroughthedays.

Comprehending---Ithelpsstudentsfurtherunderstandthetextbydoing

multiplechoices,questionsandanswers,and

matching.

Learningaboutlanguage---Itteachestheimportantexpressionsand

structuresandgrammar:

directandindirect

speeches.

Usinglanguage---Thetwoletters,listening,questionnairedesign,letter

writingandfunwritingpreparesstudentstofurther

talkaboutfriendship,especiallytheproblemswith

misunderstanding,andunfriendliness,thus

strengtheningstudents’abilitiestopractice

language,discover,andsolveproblems.

Summingup---Itsummarizesthewholecontentsofthisunitfromthe

aspectsoftopics,vocabularyandgrammar.

Learningtip---Thispartencouragesstudentstoformthehabitofwriting

adiary.

Integratingskills---ThetextintroducesthewayHawaiiansexpress

friendship,togetstudentstorealizethecultural

differencesinthevaluesoffriendshipinaddition

itsimportanceinallcultures.

2）Makingoftheteachingplan

Thisunitcentersonfriendsandfriendship,exploringdifferenttypesof

friendshipwithparticularattentiontothatonecandevelopwithoneself,

i.e.,thecomfortandsupportoneseeksfromanimaginaryfriend.

Studentsareexpectedtocometobetrulyawareofthequalitiesand

conductsthatmakeagoodfriend,displayanddeveloptheabilityto

copewithmisunderstanding,conflictsandproblemsrelatedto

friendship,andgiveadviceonit.Theconceptthatevenanordinary

thingcanbeafriendshouldbreakdownthetraditionalbeliefinthe

interpersonalnatureoffriendship.Also,thecomparisonofsimilarities

dissimilaritiesinfriendshipcomprehensionbetweentheEastandthe

WestleadsstudentstoknowbetterthevaluesoffriendshipinWesterns’

eyes.Allinall,thisunitpromisestounveilthetrueessenceoffriendship

andhelpsstudentstoleadamorefriendlyandharmoniouslife.

Thus,basedonthetheme,contentsandteachingobjectives,thewhole

teachingprocedurescanfallintofiveperiodsasfollows:

Period1

Warmingupandspeaking

Period2

Reading

Period3

Grammar

Period4

Integratingskills（WB）

Period5

Usinglanguage（listeningandwriting）

3.Teachingplansforeachperiod

Period1Warming-upandSpeaking

1.Teachingobjectives:

1）Targetlanguage

I（don’t）think……I（don’t）thinkso.I（don’t）agree.

Ibelieve……That’scorrect.Inmyopinion,……

2）Abilitygoals

a.DescribeyourfriendsinEnglish

b.Figureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheproblems.

3）Learningabilitygoals

a.Toencouragestudentstothinkandtalkaboutfriendsandfriendshipbyusingsomephrasesandstructures.

b.Tolearntosolveproblemsthatmayoccurbetweenfriends.

c.TocultivatethestudentstoformthegoodhabitoflearningEnglishinSeniorMiddleSchool.

2.Teachingimportantpoints:

a.Usethegivenadjectivesandsentencestructurestodescribeoneofyourfriends.

b.Learntoevaluatefriendsandfriendship.

3.Teachingdifficultpoints:

a.Worktogetherwithpartnersanddescribeoneofyourgoodfriends.

b.Discusswithpartnersandfindoutwaystosolvetheproblems.

Period2Reading“Anne’sBestFriend”

1）Todevelopthestudents’readingability,learntousesomereadingstrategiessuchasguessing,keysentences,skimmingandsoon;

2）.Togetthestudentstorealizetheimportanceoffriendsandfriendship,andtotelltruefriendsfromfalsefriends;

3）.Tograspsomeusefulwordsandexpressionsinthispassage,suchasonpurpose,becrazyaboutetc.;

4）.Tolearnthewritingstyleofthispassage.

2.Teachingmethod:

Task-basedteaching

3.Teachingprocedure:

Step1Revision

1.Checkthehomeworkexercises.

2.Asksomestudentswhatafriendis.

→Step2Lead-in

EnjoythesongThat’sWhatFriendsAreForwiththestudents.Askthestudentstofindoutwhatitisabout.

→Step3Pre-reading

Askthestudentsthefollowingquestionssoastobegintofocusstudents’attentiononthemaintopicofthereadingpassage.

1.Whydoyouneedfriends?

Makealistofreasonswhyfriendsareimportanttoyou.

2.Whatdoyouthinkagoodfriendshouldbelike?

Listthegoodqualitiesagoodfriendshouldhave.

3.Doesafriendalwayshavetobeaperson?

Whatelsecanbeyourfriend?

4.Haveyoueverconsideredmakingfriendswithanimals,plantsorevenanobject?

Whyorwhynot?

（Theteachercanalsotellstudentssomebackgroundbeforestartingtoread.Thisisatruestory.IttookplaceinAmsterdam,Hollandintheearly1940safterGermanNazishadoccupiedmostofEurope.TheykilledmanyJews.Toavoidbeingkilled,someJewishfamilieswentintohiding,oftenwiththehelpofnon-Jewishfriends.ThisiswhatAnne’sfamilydid.）

→Step4Reading

1.GetthestudentstotrytoguesswhatAnne’sfriendwasandwhatthepassageisaboutbyreadingthetitleandhavingaquicklookatthepicturesinthispassagewithoutreadingit.

2.Havetheclasstoreadthepassagesilentlyandthenaskthemtoanswerthefollowingquestions.

3.Readthetextagainandanswersomequestionsabouttrueorfalseandfillintheblanks.

→Step5Post-reading

1.GetthestudentstodotheexercisesinthepartComprehending.

Thisparthelpsstudentsfurtherunderstandthetextbydoingmultiplechoices,questionsandanswers,andmatching.

2.Groupwork

Thinkaboutandworkingroupstodiscussthefollowingquestions.

1）WhatwouldyoudoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike?

2）Wherewouldyouplantohide?

3）Howwouldyouarrangetogetfoodgiventoyoueveryday?

4）Whatwouldyoudotopassthetime?

→Step6Consolidation

Thestudentsfillintheblanksaboutsummary.

→Step7Homework

1.FinishofftherelatedWorkbookexercises.

2.Writeoneortwosentencestoexpressyourunderstandingoffriendsandfriendship.

Period3languagepointsandlanguagestudy

1．Teachingobjectives

Learntousewordsandimportantsentences

2.Teachingimportantpoint

Summarizethelanguagepointsofthetext..

3.Teachingdifficultpoint

Learnaboutthespecialsentencespatterns.

4.Teachingmethods

Discussing,summarizingandpracticing.

5.Teachingprocedures

Step1Leadin

StepIIlanguagepoints

1.addup（把两个或以上的数或量）加起来addupto共计（指加起来总和是）

add…to把……加到……中addto=increase增加，增添

2.without+n./v-ingThereisnosmokewithoutfire.

HewentoutwithoutspeakingHeslippedintotheroomwithoutbeingnotice.

by+doing借助于，靠

3.upsetadj.心烦意乱，不舒服的，不适的disturbed/sick

vt.vi使不安，使心烦，打乱，打翻（upset-upset-upsetting）

nervous（ratherafraid）:

在事情发展过程中有一种害怕的感觉紧张

anxious（worried）:

由于害怕某种事情会发生而感到焦急

upset（ratherunhappy）:

由于某事的发生而感到心烦意乱

4.ignorevt.不理睬，忽视，对……装作不知＋sb/sth

5.calmdownvt.Vi.平静下来，使平静

6.concernvt涉及n.关心，关注，（利害）关系

beconcernedabout/for关心，挂念

7.reason理由,动机（explainwhyithappensorwhatcausesithappen）决定做某事或

采取某一行动的理由，由此而得出结论或解释,具有主观性。

（conclusion）+for

cause原因（引起某事的后果或起因,usuallyabadevent）具有客观性（effect）+of

8.Whilewalkingthedog,youwerecarelessanditgotlooseandwashitbyacar.

=Whileyouwerewalkingthedog……

当When,while,before,after,once,if,unless,evenif等引导的状语从句的主语与句子的主语一致时，可将从句的主语和be动词省去.

WhilelivinginEngland,hepickedupsomeEnglish.

Whileaskedaboutherfamily,shebegantocry.

9.sharevt.分享，分担share…insth（withsb.）share（in）sthamong/betweensb.

10.…,likeyourdeepestfeelings（feeling）andthoughts.like=suchas

afeelingof…haveafeelingthat….

showmuchfeelingfor…（对…的感情，同情，体谅u.n.）

11.gothroughvt.①experience,经历，