Module1Unit1ShilongSeniorHigh第1頁WarmingupResults4-7points:Youareagoodfriend.Youshouldthinkaboutwhatagoodfriendneedstodoandsaytohis/herfriend.8-12points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant.Trytostrikeabetterbalancebetweenyourfriend’sneedsandyourownresponsibilities.13+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedtobalanceyourneedsandyourfriend’sneeds.Welldone!第2頁AuldLangSyneShouldauldacquaintancebeforgotandneverbroughttomindShouldacquaintancebeforgotanddaysofauldlangsyneForauldlangsyne,mydearforauldlangsynewe’lltakeacupofkindnessyetforauldlangsyneAndhere’sahand,mytrustyfriendAndgiveusahando’thinewe’lltakeacupofkindnessyetForauldlangsyne第3頁情誼地久天長怎能忘記舊日朋友

心中能不歡笑

舊日朋友豈能相忘

情誼地久天長

情誼萬歲朋友情誼萬歲

舉杯痛飲同聲歌頌情誼地久天長

我們曾經(jīng)終日游蕩在故鄉(xiāng)青山上

我們也曾歷盡苦辛處處奔走流浪

情誼萬歲朋友情誼萬歲

舉杯痛飲同聲歌頌情誼地久天長

我們也急忙日逍遙蕩槳在微波上

當(dāng)如今已經(jīng)勞燕分飛

遠(yuǎn)隔大海重洋

情誼萬歲萬歲朋友情誼萬歲

舉杯痛飲同聲歌頌情誼地久天長

我們往日情意相投

讓我們緊握手

讓我們來舉杯暢飲

情誼地久天長

情誼萬歲萬歲朋友情誼萬歲

舉杯痛飲同聲歌頌情誼地久天長

情誼萬歲萬歲朋友情誼萬歲

舉杯痛飲同聲歌頌情誼地久天長

情誼萬歲萬歲朋友情誼萬歲

舉杯痛飲同聲歌頌情誼地久天長

第4頁AnneFrank安妮·弗蘭克，德國猶太少女，1929年6月12日出生于德國法蘭克福市，父親奧圖·法蘭克（OttoFrank），家中還有母親艾迪斯（EddithFrank）和姐姐瑪格（MargotFrank）。1945年3月死于貝爾根-貝爾森集中營（Bergen-Belsenconcentrationcamp），她《安妮日志》成為第二次大戰(zhàn)期間納粹毀滅猶太人最正確見證，日志中展現(xiàn)了驚人勇氣與毅力。第5頁寫作背景二十世紀(jì)四十年代納粹德國統(tǒng)治歐洲大部分地域，德國納粹政策之一是對猶太人殘酷迫害，包含殺害、送到集中營強(qiáng)迫勞動、驅(qū)逐出歐洲等。安妮處于惡劣生活環(huán)境下，渴望情誼、渴望朋友、渴望大自然、渴望自由。第6頁直接引語和間接引語

直接引語間接引語普通現(xiàn)在時普經(jīng)過去時現(xiàn)在進(jìn)行時過去進(jìn)行時普通未來時過去未來時普經(jīng)過去時過去完成時現(xiàn)在完成時過去完成時過去完成時過去完成時現(xiàn)在完成進(jìn)行時過去完成進(jìn)行時時態(tài)改變第7頁一些慣用詞改變直接引語間接引語指示代詞thisthatthesethose時間狀語nowthentodaythatdaytomorrowthenextdayyesterdaythedaybeforenextweek/monththennextweek/monthlastweek/monththeweek/month….beforethreedaysagothreedays….beforethisweek/monththatweek/month第8頁一、編者意圖二、教材重組三、教學(xué)安排設(shè)計(jì)四、教學(xué)案例五、反思第9頁friendshipWarmingupMakenewfriendsandkeeptheold;oneissilverandtheotherisgold.ReadingWorkbook以話題為中心展現(xiàn)聽說讀寫材料和學(xué)習(xí)任務(wù)(contentbased;taskbased)

第10頁friendship問卷日志求援信表態(tài)給提議+練習(xí)冊第11頁二、教材重組1、教材使用提議（1）對教材內(nèi)容進(jìn)行適當(dāng)補(bǔ)充和刪減（2）替換教學(xué)內(nèi)容和活動（3）擴(kuò)展教學(xué)內(nèi)容或活動步驟（4）調(diào)整教學(xué)次序（5）調(diào)整教學(xué)方法

英語課程標(biāo)準(zhǔn)P61第12頁3、重組標(biāo)準(zhǔn)1）話題一致標(biāo)準(zhǔn)2）功效一致標(biāo)準(zhǔn)3）目標(biāo)一致標(biāo)準(zhǔn)2、指導(dǎo)思想moreinputmoreoutput第13頁三、教學(xué)安排設(shè)計(jì)課時課型內(nèi)容1IntensivereadingWarmingUp,Pre-reading,Reading,Comprehending2ExtensivereadingReadingTask(WB);Additionalreading—Chuck’sfriend3Vocabulary&structureLearningaboutlanguageP4Usingwords&expressions;Usingstructures(WB)P424Reading,Listening&SpeakingApoemP7;UsinglanguageP6;Listening&TalkingP415WritingReadingandWritingP76AssessmentLanguagePractice;Summingup(P8);Learningtip(P8);Checkingyourself(P47)第14頁任務(wù)設(shè)計(jì)目標(biāo)任務(wù)任務(wù)1任務(wù)6任務(wù)5任務(wù)2任務(wù)3任務(wù)4目標(biāo)任務(wù)FinaltaskProjectDesignfriendshipcards

WritingaletterofadviceAnEnglishpartyonfriendshipAnEnglishpaperonfriendship第15頁四、教學(xué)案例Period5Reading&writing【Learningstrategies】Scaffolding;cooperativelearning;learningwhileusing;experientiallearning【Goal】Outputinlanguage,mainlyinwriting【Theory】Hayes和Flower過程寫作法（process－

focusedapproachwriting）；皮亞杰(Piaget)社會建構(gòu)主義理論(ConstructivismTheory)；《英語課程標(biāo)準(zhǔn)》對寫作要求第16頁【Teachingaid】Multimedia（acomputer;aprojector）【Learningaims】1.Tolearntowritealetterofadvice2.Tomasterthestepsofwriting3.Totraintheskillsofdiscoveringandcorrectingmistakes4.Tolearntocarryonself-assessmentandpeer-assessment5.Todevelopthesenseofprocess－focusedwriting第17頁【W(wǎng)ritingprocess】寫作前奏（Pre-writing）→閱讀范文，針對主題展開討論，范文分析

寫作進(jìn)行曲（While-writing）→起草提要,模仿寫作，應(yīng)用詞匯，完成初稿

寫作續(xù)曲（Post-writing）→自評，互評，考慮同學(xué)評價和意見，修改

全班共評一、二篇習(xí)作→教師指導(dǎo)

第二稿→認(rèn)真謄錄

教師評價→指出優(yōu)點(diǎn)和不足

成品（publishing）→完成第三稿，設(shè)計(jì)版面第18頁【Teachingprocedures】Step1:Pre-writing1.EnjoyapoemAForeverFriend

Readthepoemaloudexpressively.Enjoytherhymingwords.2)Haveadiscussionwithyourpartneraboutyourunderstandingoffriends/friendship.3)Pickoutthelinesyouenjoybest.2.Whatbeautifullineshaveyoulearnedaboutfriendsorfriendshipinthisunit?第19頁3.ReadthelettertotheeditorfromXiaodong:Deareditor,I’mgladtotellyouthatIhavebeenadmittedintoNo.1HighSchool,whichIamlongingfor.I’mcrazyabouteverythinginthenewschool.

However,myfathersays,“Studentsinhighschoolaretoobusytocareaboutothers.”Facingthenewclassmatesandnewteachers,Ireallydon’tknowwhattodo.Besides,I’mnotgoodatcommunicatingwithpeople.IwonderifIcangetalongwellwithmynewclassmates.I’mreallyupset.Deareditor,canyoutellmehowtomakefriends?Andwhatisfriendshipexactly?Iwouldbegratefulifyouwouldgivemesomeadvice.BestwishesXiaodong第20頁

1)WhatproblemdoesXiaodonghave?Doyouagreewithwhathisfathersays?

Discussingroupsoffour.CollectyouradvicetoXiaodongandyourattitude.

Usefulexpressions:Inmyopinion,youshould…Myadviceis…Ithink/believe…I’mafraidthat…Iadviseyouto…Idon’tthink…Don’tworry…Iagree/Idon’tagree.Ithinkso./Idon’tthinkso.第21頁

2)DiscussthebasicstructureofthelettertoXiaodongfromyou,theeditor,ingroupsoffour.

Para.1:ResponseStructurePara.2-3:ProblemsolvingPara.4:ClosingPara.2-3:ProblemsolvingPersonalattitudeUnderstandingoffriendshipAdviceonmakingfriends第22頁Step2While-writing(Individualwork)

Writingtips:1st.Organizeyourideasandsettheparagraphs.2nd.Usesomebeautifulexpressionsandproverbsyouhavelearned.3rd.Useproperlinkingwordslikeand,so,however,besidesetc.tomakeyourlettercoherent.4th.Readaloudtheletterandmakesomeimprovement.5th.Trytofinishtheletterin12－15minutes.第23頁

評價內(nèi)容自評互評主題是否突出提提議和表示態(tài)度；書信格式是否正確詞匯所用詞匯是否地道、恰當(dāng)是否利用課文/范文等中優(yōu)美詞/句單詞拼寫錯誤多/少語法主體時態(tài)是否用普通現(xiàn)在時句子結(jié)構(gòu)是否正確、優(yōu)美行文是否流暢亮點(diǎn)是否有創(chuàng)意之處第24頁Step3Post-writing1.Self-assessment2.Peerassessment:1)Shareyourletterwithyourpartnerandtrytogivesomesuggestionstoeachotheraccordingtotheassessingstandard.2)Makeanimprovementaccordingtothecommentsfromyourpartner.3.Classassessmentwiththehelpoftheprojector第25頁HomeworkFurtherimproveyour

letter

accordingtotheassessingstandard

.2.Makethefinalcopyoftheletterwithbeautifulandcleanhandwriting.Designthepagetomakeitunique.

Assessment

Content

Doesthearticlehaveaclearstructure?Doesyourarticl