Unit2GettingalongDevelopingideasReadingforwriting（新教材外研版）八年級上Period1LearningobjectivesBytheendofthelesson...1Understandandapplythenewwordsandphrases,like:neighbour,reachagreement,argueover,ect.2Getthemainideasthroughskimmingandscanning;Analyzethestructureofthepassage.3Enhanceculturalawareness;UnderstandthewisdomcontainedinthetraditionalChinesecultureofneighborhoodinteractionReviewWhatshouldwedoifwewanttogetalongwellwithothers?Sharedjoyisadoublejoy.Sharewithothers.

Youcan’talwayshideyourfeelingstopleaseothers.Expressyourself.Doyouhaveagoodrelationshipwithothers?Lead-inPre-readingWhile-readingPost-readingDiversifyassessmentNeighbours.Arguing.Angry.What’stherelationshipofthem?Whataretheydoing?Howdoesthewomanfeel?Didthewomansolvetheproblem?No.Canyougivehersomeadvice?Let’swatchLookatthepictureandanswerthequestions.Whatcanyouseeinthepicture?Icanseetwomenstandingoutsidethewalls.Thereisanarrowlanebetweenthehouses.Lead-inPre-readingWhile-readingPost-readingDiversifyassessmentYoumaygettheideasfromthisstory.

laneNarroworwide?Whatdoyouthinkthestoryisabout?Maybetheyare______/_________/________.Lead-inPre-readingWhile-readingPost-readingDiversifyassessmentLookatthepictureandanswerthequestions.friendsneighboursstrangersLead-inPre-readingWhile-readingPost-readingDiversifyassessmentWatchandpredict

Whatdoyouthinkthestoryisabout?

Tips:Observethetitle.What’sthemeaningofthetitle?

Itmaybeabouttwo_________________arguingoverthe________________.Theyneedto_______________________.neighboursdividinglinereachagreementreachagreementargueoverdividinglineneighbourgiveupkindness達成一致argueover/about就某事爭論分界線n.鄰居放棄n.友好，善良Listenandcheckyouranswers.What’sthedividinglinebetweenthehousescalledinthestory?Fast-readingLead-inPre-readingWhile-readingPost-readingDiversifyassessment六尺巷，位于安徽省桐城市，全長近200米，寬2米，建成于清康熙年間。六尺巷由張府、吳府、相府遺存、六尺巷和勺園組成，現有歷史文化展陳館、“六尺巷工作法”展陳館、中華優(yōu)秀禮讓文化陳列館、廉潔文化陳列館、張氏家族文化陳列館、吳氏家族文化陳列館等。該巷蘊含著“謙和禮讓、知進退、和為貴”的內涵，是后人接受廉讓教育、弘揚清風正氣的重要載體。BackgroundknowledgeLead-inPre-readingWhile-readingPost-readingDiversifyassessmentLead-inPre-readingWhile-readingPost-readingDiversifyassessmentReadthepassagequicklyandmatchthemainideaofeachpara.

IntroductionTheproblemThesolutionTheinfluence1.

Whatarenarrowlanes?2.

WhereisLiuchixiang

?Theyare________and____________.Theyareusually_______________wide,or________intraditionalChineseunits.commonnothingspecialabouttwometerssixchiItisperhapsthemostfamousone.It’sinTongcheng,Anhui.Whyisitthemostfamousone?Ahistoricalstory.3.

What’sspecialaboutit?Careful-reading(Para.1)Lead-inPre-readingWhile-readingPost-readingDiversifyassessmentIntheQingDynasty.InTongcheng,Anhui.Twolocalfamilies,theZhangsandtheWus.Theyarguedoverthedividinglinebetweentheirhouses.Theycouldn’treachagreement.Howdidthezhangsreacttotheproblem?Theywrotetoarelativewithahighpositioninthegovernmentandaskforadvice.WhatdidtheZhangsget?Theygotapeom.What’sthepoemabout?Careful-reading(Para.2)Lead-inPre-readingWhile-readingPost-readingDiversifyassessmentToshowthelessoninaimpressive(印象深刻的)way.Thepoemfeelsspecialandwise,sothelessonfeelsbiggeranddeeper.ZhangYingtoldtheZhangstostepbackthreechifortheWus.1.

WhatadvicedidZhangYinggive?2.Whatrhymes(韻)canyoufindinthepoem?3.What’stheeffectoftheserhymes?Theserhymesmadethepoemsoundpleasingandeasytoremember.What’sthemeaningofit?giveawayfreely,notsellastimepasses/overalongtimeWhydoesthewriterusethispoeminthisstory?Careful-reading(Para.2)Lead-inPre-readingWhile-readingPost-readingDiversifyassessmentDidtheproblembesolvedatlast?AfterreadingthepoemTheZhangsfeeling:TheZhangsaction:TheWusfeeling:TheWusaction:feltashamedsteppedbackthreechifortheWuswasdeeplymoveddidthesamethingResultThere’sasix-chi-widelanebetweenthetwohouses.gaveupanotherthreechiCareful-reading(Para.3)Lead-inPre-readingWhile-readingPost-readingDiversifyassessment1.

Isthelanestillthere?2.

Howdothepeopletreatthepoem?3.

WhatdothepeopleofTongchengrememberastheywalkdownthelane?Yes,itis.Theykeepthepoeminmind.Theyrememberhowkindnessencouragesmorekindness.What’sthemeaningofit?Whenyougivealittle(likethreechi)toothers,othersmightgive,too.kindnessleadstomorekindness.Whathaveyoulearntfromthestory?Careful-reading(Para.4)Lead-inPre-readingWhile-readingPost-readingDiversifyassessmentemotionalclosenessstepbackforeachotherhaveacloserrelationshipbigcontrastWhat’smeaningofthetitle?Lead-inPre-readingWhile-readingPost-readingDiversifyassessment1Whatdoyouthinkthetitlemeans?Thinkandshare.

Theneighbourshaveacloserrelationshipwhentheystepbackforeachother.Learntotakeastepback,andtherewillbeabiggerworldinfrontofus.Lead-inPre-readingWhile-readingPost-readingDiversifyassessment2

Whydoesthewriterusethepoeminthisstory?Thinkandshare.

Thewriterusesthepoemtoshowthelessoninanimpressiveway.Thepoemfeelsspecialandwise,sothelessonfeelsbiggeranddeeper.Learningtothinkforquestion2Writersmayuseotherpeople’swordstomaketheirideasstrongerandmorebelievable.Understandingthemhelpsusknowthethemebetter.Lead-inPre-readingWhile-readingPost-readingDiversifyassessmentThinkandshare.

Lead-inPre-readingWhile-readingPost-readingDiversifyassessment

3

Whathaveyoulearntfromthestory?Ihavelearntthatkindnessleadstomorekindness.Whenyougivealittle(likethreechi)toothers,othersmightgive,too.Itisbettertogivethantoreceive.Takeastepbackandtherewillbeabiggerworldahead.Unit2GettingalongDevelopingideasReadingforwriting（新教材外研版）八年級上Period2Lead-inPre-writingWhile-writingPost-writingDiversifyassessmentWriteashortstoryaboutunderstandingbetweenpeople.

Lead-inPre-writingWhile-writingPost-writingDiversifyassessmentWriteashortstoryaboutunderstandingbetweenpeople.

IntroductionTheproblemThesolutionTheinfluenceIntheQingDynasty.InTongcheng,Anhui.Twolocalfamilies,theZhangsandtheWus.Theyarguedoverthedividinglinebetweentheirhouses.Theycouldn’treachagreement.Howdidthezhangsreacttotheproblem?Theywrotetoarelativewithahighpositioninthegovernmentandaskforadvice.WhatdidtheZhangsget?Theygotapeom.What’sthepoemabout?Careful-reading(Para.2)Lead-inPre-writingWhile-writingPost-writingDiversifyassessmentLead-inPre-writingWhile-writingPost-writingDiversifyassessmentStep1Organiseyourideasbyansweringthefollowingquestions.

IntroductionThestorystartedbackin…Thestoryhappenedin……and…wereinthestory.Therewere…and…Thestoryhappenedin/at…Lead-inPre-writingWhile-writingPost-writingDiversifyassessmentStep1Organiseyourideasbyansweringthefollowingquestions.

TheproblemTheyarguedover…Theyhadamisunderstandingabout…Theycouldn’tgetalongwitheachotherbecause…Theystoppedtalkingwitheachotherbecause…Lead-inPre-writingWhile-writingPost-writingDiversifyassessmentStep1Organiseyourideasbyansweringthefollowingquestions.

Theyturnedto…forhelp.Theyasked…foradvice.Theyhadatalkfacetoface.…saidsorryto…ThesolutionLead-inPre-writingWhile-writingPost-writingDiversifyassessmentStep1Organiseyourideasbyansweringthefollowingquestions.

Thestoryteachesusthat…Wecanlearnfromthestorythat…TheinfluenceLead-inPre-writingWhile-writingPost-writ