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Unit 1 Friendship Period 2　Reading 整體設(shè)計 從容說課 This is the second teaching period of this unit. As usual, the teacher should check the students’ homework and offer chances for them to go over what they learned in the last period at the beginning of the class. In this period, the teaching emphasis will be put on developing the Ss’ reading ability and getting them to learn to use some reading strategies such as guessing, key sentences, skimming and so on. As to new words and phrases, the teacher can first find those the Ss find most difficult and help them to understand. One way of helping them learn new words is to ask them to study the text before the lesson and find out the meaning of any word they are unsure of. A second way of helping them is to choose the words they maybe find difficult and pre-teach them before beginning the reading. In order to lead in the part Reading, the teacher can first ask the students to discuss whether they have ever considered making friends with animals, plants or even an object and why or why not. The students are supposed to analyze their reasons. The purpose of this activity is to begin to focus the students’ attention on the main topic of the reading passage. It is very important that the students learn to use all the clues in the text to help them understand the gist of what they are reading. So first encourage them to look at the pictures and the heading and guess what the text might be about. Then ask the class to read the passage silently. Sometimes ask them some questions to focus their reading. Alternately, ask them to tell what the main idea for each paragraph is. Make sure that they do it in one sentence. This is very useful because it is making them analyze what is important and what is not. While discussing the ideas put forward in the reading passage, the students should be encouraged to put forward their own ideas, either criticizing the text or using it as a support because they should think whether they agree or disagree with the writer. Besides, in order to help the students’ own writing, it is also important to ask them to find out and remember some phrases and sentences. To consolidate the contents of the reading passage, the students should be required to retell the text. In order to arouse the students’ interest, the teacher can hold a competition between groups. 教學(xué)重點 Get the students to learn different reading skills. 教學(xué)難點 Get the students to learn different reading skills for different reading purposes. 教學(xué)方法 1. Task-based teaching and learning 2. Cooperative learning 3. Discussion 教具準備 The multimedia and other normal teaching tools 三維目標 Knowledge aims: 1. Get the students to learn the following useful new words and expressions:reason　list　share　feeling　Netherlands　German　series　outdoors　crazy　nature　purpose　dare　thunder　entirely　power　according　trust　indoors　share. . . with. . . go through　hide away　set down　a series of　be crazy about　on purpose　in order to　in one’s power　face to face　according to 2. Help the students to find the words and phrases that they find most difficult and help them to understand. Ability aims: Help the students develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming, scanning and so on. Emotional aims: Enable the students to realize the importance of friends and friendship, value the friendship between friends by learning the reading text and tell true friends from false friends in their lives. 教學(xué)過程 設(shè)計方案（一） →Step 1 Revision 1. Check the homework exercises. 2. Ask some students what a friend is. →Step 2 Lead-in Enjoy the song That’s What Friends Are For with the students. Ask the students to find out what it is about. →Step 3 Pre-reading Ask the students the following questions so as to begin to focus students’ attention on the main topic of the reading passage. 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 the good qualities a good friend should have. 3. Does a friend always have to be a person? What else can be your friend? 4. Have you ever considered making friends with animals, plants or even an object? Why or why not? (The teacher can also tell students some background before starting to read. This is a true story. It took place in Amsterdam, Holland in the early 1940s after German Nazis had occupied most of Europe. They killed many Jews. To avoid being killed, some Jewish families went into hiding, often with the help of non-Jewish friends. This is what Anne’s family did. ) →Step 4 Reading 1. Get the students to try to guess what Anne’s friend was and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it. 2. Get the students to skim the first two paragraphs to confirm their guessing. 3. Have the class to read the passage silently and then ask them to answer the following questions. 1)What was Anne’s best friend? Why did she make friends with it? 2)Did she have any other true friends then? Why? 3)What is the difference between Anne’s diary and those of most people? 4)Do you keep a diary? What do you think most people set down in their diaries? 5)We are going to read one of Anne’s diaries, but before reading, can you tell me what the diary is about with the help of one key sentence in the second paragraph? 4. Reading Anne’s diary 1)While reading, guess the meanings of “spellbound”, “hold me entirely in their power” from the discourse. 2)After reading, ask the students how Anne felt in the hiding place and get them to give the two examples to show her feelings then. 3)Choose the best answer according to the diary. (1)Anne made friends with her diary because______________　. A. she didn’t like her other friends B. she was a shy girl C. she trusted nobody D. she didn’t have a chance to communicate with her friends (2)From the diary we can infer that______________　. A. Anne was a girl who loves nature B. Anne was good at writing diaries C. Anne was longing for a normal life and she especially missed going outside and enjoying nature D. Anne had good observation in her daily life (3)Why did Anne and her family have to hide? A. Because they were not Germans. B. Because they were asked to do so. C. Because they did something bad. D. Because they were Jewish. (4)What is the author’s attitude towards Anne in this passage? A. Angry. B. Happy. C. Sorry. D. Disappointed. (5)What is Anne’s tone from her diary? A. Sad. 　B. Hopeful. 　C. Disappointed D. Angry. (6)What made Anne crazy about nature? A. Her interest in nature. B. She had no friends. C. She couldn’t get outdoors for a long time. D. She could do nothing but watch nature. Suggested answers:(1)D　(2)C　(3)D　(4)C　(5)A　(6)C 4)Ask the students to read the diary again and try to retell it. The retelling must include the information required below: Sample retelling: The diary by Anne, a Jewish girl, gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in the Second World War. She treated the diary as her best friend, and in it she revealed her longing for a normal life and close contact with nature, which helped her get through the days. →Step 4 Reading aloud Play the tape of the passage for the students to listen and follow. Make sure the students phrase long sentences correctly by pausing at suitable places. →Step 5 Post-reading 1. Get the students to do the exercises in the part Comprehending. This part helps students further understand the text by doing multiple choices, questions and answers, and matching. 2. Group work Think about and work in groups to discuss the following questions. 1)What would you do if your family were going to be killed just because they did something the Emperor did not like? 2)Where would you plan to hide? 3)How would you arrange to get food given to you every day? 4)What would you do to pass the time? →Step 6 Consolidation 1. Books shut. Get the students to tell something about Anne. 2. Books open. Get the students to discover useful words and expressions from the part Reading to complete the following sentences. Show the exercises on the screen or give out exercise papers. 1)She has grown______________ about computer games. 2)Was it an accident or did David do it on______________? 3)From the beginning, Paul made it clear that he would be______________(完全地) in control. 4)He used to work______________ even in the middle of winter. 5)______________ get her boyfriend to find her, she______________ for many years. 6)______________ what he said, we can draw a conclusion that he just told______________ white lies. 7)Born in a poor family, the president______________ lots of hardships in his childhood. 8)A diary is often kept to______________ what happens in people’s daily lives. 9)When they met with each other on a quiet evening at the end of the street, they said nothing______________. First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary. Suggested answers:1)crazy　2)purpose　3)entirely　4)outdoors　5)In order not to, hid away　6)According to, a series of　7)went through　8)set down　9)face to face →Step 7 Homework 1. Read the passage again and try to retell it. 2. Finish off the related Workbook exercises. 3. Write one or two sentences to express your understanding of friends and friendship. Ending Let’s listen and sing the song That’s What Friends Are For together 設(shè)計方案（二） →Step 1 Revision 1. Check the homework exercises. 2. Ask some students what a friend is. →Step 2 Lead-in Enjoy the song That’s What Friends Are For with the Ss. Ask the students to find out what it is about. →Step 3 Pre-reading Ask the students some questions so as to begin to focus students’ attention on the main topic of the reading passage. →Step 4 Reading 1. Get the students to try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it. 2. Get the students to skim the first two paragraphs to confirm their guessing. 3. Have the class to read the passage silently. 4. Reading Anne’s diary 1)Ask the students how Anne felt in the hiding place. 2)Guess the meanings of “spellbound”“hold me entirely in their power” from the discourse. 3)Ask the students to read the diary again and try to retell it. →Step 5 Reading aloud Play the tape of the passage for the students to listen to and follow. →Step 6 Post-reading 1. Get the students to do the exercises in the part Comprehending. 2. Get the students to work in groups to have a discussion of ideas. →Step 7 Consolidation 1. Books shut. Get the students to tell something about Anne. 2. Get the students to discover useful words and expressions from the part Reading. →Step 8 Homework 1. Read the passage again and try to retell it. 2. Finish off the related Workbook exercises. 3. Write one or two sentences to express your understanding of friends and friendship. Ending Let’s listen and sing the song That’s What Friends Are For together. 板書設(shè)計 Unit 1　Friendship Anne’s Best Friend Paragraphs Main Ideas Useful words and expressions Paragraph 1 Anne made her diary her best friend whom she could tell everything. Feeling go through. . . Paragraph 2 Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time. hide away　set down　a series of. . . Anne’s diary Having been kept indoors for so long, Anne grew so crazy about everything to do with nature. crazy　nature　on purpose　in order to　dare　face to face. . . 活動與探究 Go to your school library or surf the Internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. Then share the pieces and your feelings with the whole class. The purpose of this activity is to encourage students to make use of libraries and the Internet to enlarge their reading and enrich their knowledge. It can also make students understand more about the reading passage in this unit. One of Anne’s Diaries: Saturday, 15 July, 1944 “For in its innermost depths youth is lonelier than old age. ” I read this saying in some book and I’ve always remembered it, and found it to be true. Is it true then that grownups have a more difficult time here than we do? No. I know it isn’t. Older people have formed their opinions about everything, and don’t waver before they act. It’s twice as hard for us young ones to hold our ground, and maintain our opinions. . . Anyone who claims that the older ones have a more difficult time here certainly doesn’t realize to what extent our problems weigh down on us, problems for which we are probably much too young, but which are continuous, until, after a long time, we think we’ve found a solution, but the solution doesn’t seem able to resist the facts which put it to nothing again. That’s the difficulty in these times:ideals, dreams, and cherished hopes rise within us, only to meet the terrible truth and be destroyed. It’s really a wonder that I haven’t dropped all my ideals, because they seem so unbelievable and impossible to carry out. Yet I keep them, because in spite of everything I still believe that people are really good at heart. . .