Unit 1 friendshipWord文档格式.docx
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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,
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