必修一
Unit1
friendship
Warming
Up,
Pre-reading
教学重点
Get
the
students
to
learn
different
reading
skills.
教学难点
Get
the
students
to
learn
different
reading
skills
for
different
reading
purposes.
教学方法
1.
Task-based
teaching
and
learning
2.
Cooperative
learning
3.
Discussion
教具准备
The
multimedia
and
other
normal
teaching
tools
三维目标
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.
教学过程
设计方案（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
5
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
6
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
7
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
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
设计方案（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.
板书设计
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.
.
.
活动与探究
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.
.
.必修一
Unit1
friendship
Period1
Reading
The
reading
passage
titled
Anne’s
Best
Friend
with
two
pictures
on
page
3
introduces
students
“who”
Anne’s
best
friend
was
and
her
life
during
World
War
II.
Its
structure
is
good
for
students
to
practice
the
ways
of
reading.
To
consolidate
the
contents
of
the
reading
passage,
students
should
be
required
to
retell
the
text
in
their
own
words
at
the
end
of
the
class.
Aims:
1.
Improve
Ss.
Reading
ability.
2.
Help
Ss
to
understand
Anne
Frank’s
inner
motions.
Difficult
point:
Guide
Ss.
to
master
different
reading
skills
such
as
predicting,
skimming,
scanning
and
intensive
reading.
Importance:
Encourage
Ss.
to
dig
in
Anne
Frank’s
personalities
and
changing
feelings
as
well
as
thoughts.
Teaching
procedures:
Step1
Lead-in:
Show
pictures
of
well-known
friends
like
伯牙子期，李白汪伦，筷子兄弟，SHE
and
give
Ss.
a
simple
introduction.
Brian
storming:
1)
What
qualities
should
a
good
friend
have
2)
Why
do
we
need
a
friend
T:
A
good
friend
maybe
honest,
brave,
generous,
patient,
selfless,
considerate,
kindhearted,
open-minded
and
diligent.
We
need
a
friend
because
we
feel
lonely.
Today
we
are
going
to
make
friends
with
Anne
Frank,a
poor
Jewish
girl,
to
have
a
good
look
at
her
solitary
heart,
will
you
Step2
Predicting:
1)Look
at
the
title
of
the
text
and
the
pictures
on
Page
2
and
3
.
2)Guess
who
those
people
are
and
what
the
text
might
be
about.
Step3
Skimming:
(read
the
passage
quickly
to
get
an
over-all
impression)
1)
How
many
parts
can
the
text
be
divided
into
How
do
you
know
that
2)
What’s
the
main
idea
of
each
part
Step4
Scanning:
(go
over
the
passage
and
get
specific
information)
Finish
the
chart
below
Name
Friend’s
name
Hiding
place
Nationality
Hiding
date
Dairy’s
date
Like
Hate
Step5
Intensive
reading:
Read
the
passage
carefully
and
finish
the
table
below
in
pairs
Time
Nature
Feeling
Before
hiding
After
hiding
Read
it
again
and
discuss
in
groups
of
four:
1)What
does
“outdoors”and
“nature”imply
in
Anne’s
letter
How
would
you
describe
Anne’s
feelings
as
she
was
looking
out
at
the
night
sky
Step6
Post
reading:
Retell
the
story
with
the
first
person
I
lived
in
____
in
the
____during
____.
My
family
were
__
,
so
we
had
to
___
for
a
year
and
a
half
in
order
____
by
the
German
Nazis.
During
that
time
I
wasn’t
able
to
go
____for
so
long
that
I
had
____about
everything
to
____
nature.
Once,
I
decided
to
look
at
the
moon
___
by
myself.
But
I
didn’t
___open
the
window
to
see
the
night
___
because
I
was
afraid
of
being
discovered
by
the
Nazis.
I
felt
very
___without
seeing
my
old
friends.
So
I
had
to
make
a
new
friend---___,
whom
I
could
tell
___.
Step7
Homework:
Speaking---retell
the
story
in
your
own
words
Listeing---listen
to
the
story
of
barbie
the
princess
and
the
pauper
芭比之真假公主
Writing---write
down
one
of
funny
stories
between
you
and
your
friends
Reflection:
整个课堂教学过程是以任务活动为驱动的体验参与式学习。考虑到这是学生进入高中的第一节阅读课，所以详细设计了每个阅读环节，旨在让学生了解阅读方法和技巧。总体来看，整个阅读课没有走出“在字里行间寻找，于词句间记忆”的训练模式。真正的阅读应当“在阅读中行走，在品味中思辨，于思考中飞翔，如沐春风”。
板书设计：
UNIT1
FRIENDSHIP
每日一句：a
friend
in
need
is
a
friend
indeed
1)What
qualities
should
a
good
friend
have 2)Why
do
we
need
a
friend
1)
How
many
parts
can
the
text
be
divided
into
How
do
you
know
that 2)what’s
the
main
idea
of
each
part
1)whatdoes“outdoors”and
“nature”imply
in
Anne’s
letter 2)how
would
you
describe
Anne’s
feelings
as
she
was
looking
out
at
the
night
sky
I
lived
in
____
in
the
____during
____.
My
family
were
__
,
so
we
had
to
___
for
a
year
and
a
half
in
order
____
by
the
German
Nazis.
During
that
time
I
wasn’t
able
to
go
____for
so
long
that
I
had
____about
everything
to
____
nature.
Once,
I
decided
to
look
at
the
moon
___
by
myself.But
I
didn’t
___open
the
window
to
see
the
night
___
because
I
was
afraid
of
being
discovered
by
the
Nazis.
I
felt
very
___without
seeing
my
old
friends.
So
I
had
to
make
a
new
friend---___,
whom
I
could
tell
___.必修一
Unit1
friendship
Reading
Teaching
goals
教学目标
1.
Target
language目标语言
a.
重点词汇和短语
add,
point,
up
( Unit
1
Friendship / Period
1
Reading / 教案 / - )set,
ignore,
calm,
loose,
cheat,
reason,
list,
share,
feeling,
Netherlans,
German,
series,
outdoors,
crazy,
nature,
purpose,
dare,
thunder,
entirely,
power,
according,
accordingly,
trust,
indoors,
suffer,
add
up,
calm
down,
have
got
to,
be
concerned
about,
walk
the
dog,
go
through,
hide
away,
set
down,
a
series
of,
on
purpose,
in
order
to,
face
to
face
b.
重点句子
1）I
wonder
if
i
( Unit
1
Friendship / Period
1
Reading / 教案 / - )t’s
because
I
haven’t
been
able
to
be
outdoors
for
so
long
that
I’ve
grown
so
crazy
about
everything
to
do
with
nature.
2）For
example,
when
it
( Unit
1
Friendship / Period
1
Reading / 教案 / - )was
so
warm,
I
stayed
awake
on
purpose
until
half
past
eleven
on
evening
in
order
to
have
a
good
look
at
the
moon
for
once
by
myself.
3）It
was
the
first
time
( Unit
1
Friendship / Period
1
Reading / 教案 / - )in
a
year
and
a
half
that
I’d
seen
the
night
face
to
face.
2.
Ability
goals
能力目标
a.
Enable
Ss
to
talk
about
friends
and
friendship.
What
should
you
do
to
be
a
good
friend
Why
do
you
need
friends
What
do
you
think
a
good
friend
should
be
like
What
else
can
be
your
friend
besides
a
person
b.
Understand
the
text
and
answer
the
following
questions.
How
and
why
did
Anne
make
her
diary
the
only
true
friend
Had
Anne
ever
been
spe
( Unit
1
Friendship / Period
1
Reading / 教案 / - )llbound
by
nature
before
How
about
being
in
the
hiding
place
Why
Why
didn’t
she
( Unit
1
Friendship / Period
1
Reading / 教案 / - )
go
downstairs
one
evening
until
the
window
had
to
be
shut
What
would
you
m
( Unit
1
Friendship / Period
1
Reading / 教案 / - )iss
most
if
you
went
into
hiding
like
Anne
and
her
family
Explain
why.
How
would
you
describ
( Unit
1
Friendship / Period
1
Reading / 教案 / - )e
Anne’s
feelings
as
she
was
looking
out
into
the
night
sky
What
attitude
on
ea
( Unit
1
Friendship / Period
1
Reading / 教案 / - )rth
should
the
wide
oppressed
people
take
towards
the
powerful
Nazis
c.
Enable
the
Ss
( Unit
1
Friendship / Period
1
Reading / 教案 / - )to
understand
the
details
about
the
passage,
choosing
the
correct
answer
according
the
text
and
fill
in
the
form
about
the
passage
and
the
diary.
d.
Retell
the
passage
using
the
first
person.
3.
Learning
ability
goals
学能目标
Enable
the
Ss
learn
how
to
talk
about
friends
and
friendship.
What
do
friends
and
friendship
mean
What
should
you
do
to
be
a
good
friend
Why
do
you
need
friends
What
do
you
think
a
good
friend
should
be
like
What
else
can
be
your
friend
besides
a
person
4.Teaching
important
points教学重点
a.
Talk
about
friends
and
friendship.
What
should
you
do
to
be
a
good
friend
Why
do
you
need
friends
What
do
you
think
a
good
friend
should
be
like
b.
Discuss
the
questions
of
comprehension.
Why
did
Anne
make
her
diary
the
only
true
friend
5.Teaching
difficult
points教学难点
a.
Understand
the
real
meaning
of
friends
and
friendship.
b.
Discuss
the
questions.
What
would
you
m
( Unit
1
Friendship / Period
1
Reading / 教案 / - )iss
most
if
you
went
into
hiding
like
Anne
and
her
family
Explain
why.
How
would
you
descr
( Unit
1
Friendship / Period
1
Reading / 教案 / - )ibe
Anne’s
feelings
as
she
was
looking
out
into
the
night
sky
c.
Discuss
what
a
( Unit
1
Friendship / Period
1
Reading / 教案 / - )ttitude
on
earth
the
wide
oppressed
people
should
take
towards
the
powerful
Nazis.
6.Teaching
methods教学方法
a.
Skimming
and
scanning.
b.
Asking-and-answ
( Unit
1
Friendship / Period
1
Reading / 教案 / - )ering
activity
to
check
the
Ss’
understanding
of
the
text.
c.
Individual,
pair
or
group
work
to
finish
each
task.
d.
Discussion.
7.Teaching
aids教具准备
A
recorder,
a
computer
and
a
projector.
8.Teaching
procedures
&
ways教学过程与方式
Step
I
Leading
in
As
this
is
the
firs
( Unit
1
Friendship / Period
1
Reading / 教案 / - )t
class
of
a
new
term,
teacher
can
lead
the
Ss
to
think
of
making
new
friends
in
the
strange
school.
T:
Welcome
t
( Unit
1
Friendship / Period
1
Reading / 教案 / - )o
our
school,
everyone.
You
have
a
new
school,
new
teachers
and
new
classmates.
Would
you
like
to
make
new
friends
with
each
other
S:
Yes,
of
course.
T:
Very
good!
Step
II
Warming
up
First,
ask
each
s
( Unit
1
Friendship / Period
1
Reading / 教案 / - )tudent
to
make
the
survey
by
filling
the
form
and
choose
the
answers.
Teacher
shows
the
scoring
sheet
to
them,
add
up
their
score
and
see
how
many
points
they
can
get
all
by
themselves.
Second,
teacher
shows
the
instruction.
Get
the
Ss
to
judge
which
grade
they
belong
to
according
to
their
points
and
decide
if
they
are
good
friends
or
not
by
themselves
secretly.
Third,
they’ve
known
how
well
they
treat
their
friends
and
what
they
should
do
to
be
a
good
friend
themselves.
T:
Do
you
have
any
friends
S:
Yes,
I
do.
I
have
made
a
lot
of
friends.
T:
Are
you
good
to
your
friends
S:
Yes,
of
course.
T:
We
always
( Unit
1
Friendship / Period
1
Reading / 教案 / - )
think
we
are
kind
to
our
friends.
But
in
fact,
we
are
not
quite
sure
if
we
are
considerate
enough
Now
let
us
make
the
following
survey.
First,
please
choose
the
answers
all
by
yourselves.
The
Ss
are
choosing
the
answers.
T:
Are
you
finished
Ss:
Yes.
T:
OK,
I’ll
show
you
the
scoring
sheet
on
the
screen.
Please
fill
in
th
( Unit
1
Friendship / Period
1
Reading / 教案 / - )e
following
form
quickly.
Add
up
your
scores
and
see
how
many
points
you
can
get
all
by
yourselves.
Are
you
clear
Ss:
Yes,
sir
/
madam.
Show
the
following
form
and
the
scoring
sheet
on
the
screen.
Situation
Choice
Score
Point
1
2
3
4
5
Total:
Scoring
sheet
for
the
survey
1A1
B3
C2
2A1
B2
C3
3A1
B2
C3
4A3
B2
C1
5A0
B6
C0
T:
All
right!
I
( Unit
1
Friendship / Period
1
Reading / 教案 / - )think
most
of
you
have
got
high
points.
Do
you
want
to
know
which
grade
you
belong
to
Ss:
Certainly.
T:
Now
I’ll
show
( Unit
1
Friendship / Period
1
Reading / 教案 / - )the
instruction
on
the
screen.
Please
judge
which
grade
you
belong
to
according
to
your
points
and
decide
if
you
are
good
friends
or
not
by
yourselves
secretly.
Show
the
Ss
the
instructions.
4~8
Grade
I
( Unit
1
Friendship / Period
1
Reading / 教案 / - )
You
are
always
thinking
about
yourself.
You
should
care
more
about
your
friends.
If
you
continue
to
be
self-centered
and
don’t
consider
others’
feelings,
you
won’t
make
more
friends
and
keep
friendship
for
long.
9~13
Grade
II
( Unit
1
Friendship / Period
1
Reading / 教案 / - )
You
take
things
smoothly.
You
seldom
hurt
your
friends
with
your
benefit
considered.
You’d
better
add
more
affection
to
your
friends.
Friendship
is
about
feelings
and
we
must
give
as
much
as
we
take.
14~18
Grade
III
Wow
( Unit
1
Friendship / Period
1
Reading / 教案 / - )!
How
faithful
and
generous
you
are!
Congratulations!
You
are
always
ready
to
help
your
friends.
Whenever
they
have
any
difficulty,
you’ll
try
your
best
to
do
what
you
can
to
help
them
without
hesitation.
T:
All
right.
I
se
( Unit
1
Friendship / Period
1
Reading / 教案 / - )e
you’ve
known
how
well
you
treat
your
friends
and
what
you
should
do
to
be
a
good
friend.
I
hope
all
of
us
can
be
good
friends
with
each
other
soon.
Do
you
agree
with
me
Ss:
Yes,
of
course.
Step
III
Pre-reading
Get
the
Ss
t
( Unit
1
Friendship / Period
1
Reading / 教案 / - )o
discuss
the
questions
on
Page
2
with
their
partners.
Then
ask
the
Ss
to
report
their
work.
Encourage
the
Ss
to
express
their
different
opinions.
Make
it
clear
that
not
only
can
we
make
friends
with
human
beings,
but
also
with
animals
and
even
things
that
have
no
life.
T:
Now
pleas
( Unit
1
Friendship / Period
1
Reading / 教案 / - )e
look
at
the
slide
show.
And
discuss
these
questions
with
your
partners.
Then
I’ll
ask
some
students
to
report
your
work.
Are
you
clear
Ss:
Yes,
sir/madam.
Show
the
following
on
the
screen.
1.
Why
do
you
need
( Unit
1
Friendship / Period
1
Reading / 教案 / - )
friends
Make
a
list
of
reasons
why
friends
are
important
to
you.2.
What
do
you
thin
( Unit
1
Friendship / Period
1
Reading / 教案 / - )k
a
good
friend
should
be
like
List
what
a
good
friend
should
do
and
share
the
list
with
your
partners.3.
Does
a
friend
alw
( Unit
1
Friendship / Period
1
Reading / 教案 / - )ays
have
to
be
a
person
What
else
can
be
your
friend 4.
Do
you
think
a
diary
can
become
your
friend
Why
or
why
not
After
the
Ss’
discussion,
teacher
says
the
following.
T:
Now
who’d
like
to
answer
the
first
question
Volunteer!
Sa:
Let
me
try.
I
think
friends
are
important
to
all
of
us.
Because
we
need
to
help
with
each
other.
Sb:
We
also
need
so
( Unit
1
Friendship / Period
1
Reading / 教案 / - )meone
to
care
and
understand,
to
share
sorrows
and
happiness.
Sc:
Everyone
needs
a
f
( Unit
1
Friendship / Period
1
Reading / 教案 / - )riend
to
be
true
to
us
whether
near
or
far
apart.
T:
Quite
right.
Next
question
Sd:
I
think
my
( Unit
1
Friendship / Period
1
Reading / 教案 / - )good
friend
should
have
a
lot
in
common
and
our
thoughts
are
always
near.
Se:
I
need
my
fri
( Unit
1
Friendship / Period
1
Reading / 教案 / - )ends
to
give
me
courage
to
solve
all
kinds
of
problem.
Sf:
I
think
my
friends
should
support
me
whenever
I
need
help.
Sg:
I’d
like
my
friends
to
communicate
with
me
frequently.
Sh:
In
my
opin
( Unit
1
Friendship / Period
1
Reading / 教案 / - )ion,
my
friends
should
have
the
same
kind
of
sense
of
humor
so
that
we
can
laugh
together.
T:
Terrific!
I
wish
ev
( Unit
1
Friendship / Period
1
Reading / 教案 / - )eryone
to
have
some
good
friends
whose
friendship
always
be
treasured
in
our
hearts.
Not
only
can
we
make
friends
with
human
beings,
but
also
with
animals
and
even
things
that
have
no
life.
How
about
the
third
question
Si:
Yes,
because
pers
( Unit
1
Friendship / Period
1
Reading / 教案 / - )ons
can
understand
and
communicate
with
each
other
more
easily
and
conveniently.
Sj:
I
think
other
thin
( Unit
1
Friendship / Period
1
Reading / 教案 / - )gs
like
pets,
books,
toys,
balls,
and
instruments
can
also
be
our
friends.
T:
Wonderful!
Y
( Unit
1
Friendship / Period
1
Reading / 教案 / - )ou
have
a
very
great
imagination.
Now
who
can
answer
the
last
question
Sk:
Yes,
I
think
so.
B
( Unit
1
Friendship / Period
1
Reading / 教案 / - )ecause
you
can
tell
everything
to
it
freely,
it
can
accompany
me
all
the
time.
It
never
needs
me
to
pay
back.
Sl:
But
I
don
( Unit
1
Friendship / Period
1
Reading / 教案 / - )’t
think
so.
Because
it’s
unbelievable
for
a
person
to
communicate
with
a
diary.
And
your
secrets
will
be
easily
and
completely
let
out
in
case
that
it
is
read
by
others
or
your
diary
books
are
lost.
If
I
had
been
Anne,
I
would
have
made
friends
with
my
parents.
T:
Most
of
ou
( Unit
1
Friendship / Period
1
Reading / 教案 / - )r
friends
are
human
beings,
but
sometimes
we
make
friends
with
animals
or
even
things
like
diary.
You’ve
done
an
excellent
job.
Step
IV
Reading
Scanning
Get
the
Ss
to
comp
( Unit
1
Friendship / Period
1
Reading / 教案 / - )rehend
the
passage
quickly
and
accurately
and
meanwhile
help
the
Ss
to
form
a
good
habit
of
reading.
Teacher
gives
the
Ss
a
couple
of
minutes
to
look
through
the
whole
passage.
Tell
the
Ss
to
read
the
text
silently
and
then
ask
some
detail
questions
about
the
text
on
the
slide
show
with
their
partners.
Teacher
encourages
the
Ss
to
express
their
ideas.
T:
We’re
going
to
le
( Unit
1
Friendship / Period
1
Reading / 教案 / - )arn
a
passage
about
Anne’s
best
friend.
The
story
happened
during
World
War
II.
Now
let’s
look
at
the
slide
show.
Read
the
text
quickly
and
find
answers
to
the
following
questions.
Show
the
questions
on
the
screen.
1.
What
was
Anne’s
fri
( Unit
1
Friendship / Period
1
Reading / 教案 / - )end
How
and
why
did
Anne
make
it
her
only
true
friend 2.
Had
Anne
ever
been
spellbound
by
nature
before
How
about
being
in
the
hiding
place
Why 3.
Why
didn’t
she
go
downstairs
one
evening
until
the
window
had
to
be
shut
T:
Now
who
can
tell
me
what
was
Anne’s
best
friend
How
and
why
did
Anne
make
it
her
only
true
friend
S1:
Anne
made
( Unit
1
Friendship / Period
1
Reading / 教案 / - )her
diary
her
best
friend,
to
whom
she
could
tell
her
deepest
feelings
and
thoughts.
S2:
Because
duri
( Unit
1
Friendship / Period
1
Reading / 教案 / - )ng
World
War
II,
as
Jewish,
Anne
and
her
family
had
to
hide
away
in
order
not
to
be
caught
by
the
German
Nazis.
S3:
After
hiding,
( Unit
1
Friendship / Period
1
Reading / 教案 / - )she
didn’t
dare
to
go
out.
She
felt
very
lonely
and
unhappy.
So
she
couldn’t
meet
her
old
friends
and
make
any
other
new
friends
besides
her
diary.
S4:
Maybe
she
didn
( Unit
1
Friendship / Period
1
Reading / 教案 / - )’t
trust
others
except
her
diary,
to
whom
she
could
tell
everything.
S5:
She
didn’t
se
( Unit
1
Friendship / Period
1
Reading / 教案 / - )t
down
a
series
of
facts
in
a
diary
as
most
people
do,
treating
her
diary
as
her
friend,
to
whom
she
told
her
deepest
feelings
and
thoughts.
T:
Exactly.
How
about
question
2
S6:
No,
she
hadn’t
( Unit
1
Friendship / Period
1
Reading / 教案 / - ).
Nature
had
never
have
kept
her
spell-bound
before
she
came
to
Amsterdam.
S7:
After
being
i
( Unit
1
Friendship / Period
1
Reading / 教案 / - )n
the
hiding
place,
Anne
had
grown
crazy
about
everything
to
do
with
nature.
S8:
Because
( Unit
1
Friendship / Period
1
Reading / 教案 / - )she
didn’t
dare
to
face
nature,
being
afraid
of
being
discovered
by
the
Nazis.
S9:
But
she
w
( Unit
1
Friendship / Period
1
Reading / 教案 / - )as
eager
to
enjoy
the
light
and
longed
for
the
peace
and
happiness.
T:
Quite
right.
Question3
S10:
Because
she
was
held
entirely
in
the
nature’s
power.
S11:
She
didn’t
dare
to
face
the
night
except
that
evening.
S12:
She
was
alw
( Unit
1
Friendship / Period
1
Reading / 教案 / - )ays
worried
about
being
caught
by
the
Nazism,
although
she
was
crazy
about
nature.
S13:
It
exposed
t
( Unit
1
Friendship / Period
1
Reading / 教案 / - )he
heroine’s
complicated
and
conflicting
spirit
mood
of
either
scaring
and
hating
the
war
and
oppress,
or
longing
for
peace
and
looking
forward
to
happiness.
T:
Well
done!
I
th
( Unit
1
Friendship / Period
1
Reading / 教案 / - )ink
you
may
continue
to
read
it
again
to
get
more
details.
Skimming
In
this
part,
the
( Unit
1
Friendship / Period
1
Reading / 教案 / - )
Ss
will
read
the
text
again
and
then
work
together
with
their
partners
to
get
the
main
idea.
Then
teacher
shows
the
form
on
the
screen.
Give
the
a
few
minutes
to
fill
in
the
form
about
the
whole
text.
Check
the
answers
with
the
whole
class.
T:
Now
please
skim
( Unit
1
Friendship / Period
1
Reading / 教案 / - )the
passage
fast
to
get
the
main
idea
with
your
partners.
S1:
It
exposed
t
( Unit
1
Friendship / Period
1
Reading / 教案 / - )he
crimes
that
the
Nazis
oppressed
the
Jewish
and
made
them
suffer
the
extreme
misery
and
hardship.
S2:
It
showe
( Unit
1
Friendship / Period
1
Reading / 教案 / - )d
the
common
ideal
and
wish
of
the
whole
world
people,
hating
wars
and
terrors
while
longing
for
peace
and
freedom.
T:
Good
job.
Now
let
( Unit
1
Friendship / Period
1
Reading / 教案 / - )’s
try
to
obtain
a
general
under-standing
of
the
whole
passage,
including
the
diary.
While
reading,
please
fill
in
the
form.
Show
the
form
with
blanks
on
the
screen.
Anne’s
best
friend
What
Her
diaryWhat
kind
Told
everything
to
When
World
War
IIWhere
Amsterdam
,
NetherlandsWhat
happened
Hid
away
not
to
be
caught
Sample
diary
Time
Nature
Feeling
Before
hiding
Blue
sky,
songs
of
birds,
moonlight,
flowers
Never
felt
spellbound
After
hiding
Darkness,
rain,
wind,
thundering
clouds
Grew
crazy,
held
in
their
power
T:
Now
it’s
time
for
us
to
check
the
form.
Explanation
T:
Now
let’s
dea
( Unit
1
Friendship / Period
1
Reading / 教案 / - )l
with
some
language
points.
Turn
to
Page
2.
Let’s
look
at
the
sentences.
I
wonder
if
it’s
( Unit
1
Friendship / Period
1
Reading / 教案 / - )
because
I
haven’t
been
able
to
be
outdoors
for
so
long
that
I’ve
grown
so
crazy
about
everything
to
do
with
nature.
This
senten
( Unit
1
Friendship / Period
1
Reading / 教案 / - )ce
means
that
Anne
couldn’t
go
out
for
so
long
that
she
had
felt
wildly
exited
about
nature.
For
example,
wh
( Unit
1
Friendship / Period
1
Reading / 教案 / - )en
it
was
so
warm,
I
stayed
awake
on
purpose
until
half
past
eleven
one
evening
in
order
to
have
a
good
look
at
the
moon
for
once
by
myself.
This
sentence
t
( Unit
1
Friendship / Period
1
Reading / 教案 / - )ells
us
that
on
a
very
warm
evening,
Anne
stayed
up
until
half
past
eleven
so
as
to
look
at
the
moon
for
once
by
herself.
It
was
the
first
( Unit
1
Friendship / Period
1
Reading / 教案 / - )time
in
a
year
and
a
half
that
I’d
seen
the
night
face
to
face....
This
sentence
means
( Unit
1
Friendship / Period
1
Reading / 教案 / - )that
it
was
a
year
and
a
half
since
she
and
her
family
hid
away
and
she
had
a
look
at
the
moon
face
to
face
with
the
window
open
by
herself.
Step
V
Comprehension
Read
the
passage
( Unit
1
Friendship / Period
1
Reading / 教案 / - )
again.
First
ask
the
Ss
to
do
Ex
1
by
themselves.
And
then
do
Ex
2
with
their
partners.
At
last,
get
them
to
discuss
the
answers
of
Ex
3
in
groups
of
4.
T:
Now
please
read
( Unit
1
Friendship / Period
1
Reading / 教案 / - )the
passage
again
and
then
turn
to
page
3.
First
let’s
do
Ex
1
by
yourselves.
A
few
minutes
later.
T:
OK,
now
let’s
check
the
answers
with
the
whole
class.
Ss:
1.
Anne
kept
a
diary
because
she
could
tell
everything
to
it.
2.
She
felt
very
lonely
because
she
couldn’t
meet
her
friends.
3.
They
had
to
hide
because
Jews
were
caught
by
Nazis
and
put
away.
4.
Anne
named
her
di
( Unit
1
Friendship / Period
1
Reading / 教案 / - )ary
Kitty
because
she
thought
it
was
her
best
friend.
5.
They
were
finally
caught
because
they
were
discovered.
T:
Now,
it’s
t
( Unit
1
Friendship / Period
1
Reading / 教案 / - )ime
for
us
to
do
Ex
2,
please
talk
about
the
answers
with
your
partners.
The
Ss
are
talking
about
their
choices.
T:
All
right!
Let’s
choose
the
correct
answers
and
tell
us
why.
Ss:
1.
D.
Because
in
her
diary,
she
wrote
that
“it
was
the
first
time
in
a
year
and
a
half
that
I’d
seen
the
night
face
to
face.”
2.
C.
Because
“she
( Unit
1
Friendship / Period
1
Reading / 教案 / - )wanted
a
friend
whom
she
could
tell
everything
to,
like
her
deepest
feelings
and
thoughts.”
But
it’s
dangerous
to
trust
others
easily
in
the
hiding
place.
3.
D.
Because
she
w
( Unit
1
Friendship / Period
1
Reading / 教案 / - )rote
in
her
diary
that
“I
wonder
if
it’s
because
I
haven’t
been
able
to
be
outdoors
for
so
long
that
I’ve
grown
so
crazy
about
everything
to
do
with
nature.”
4.
A.
Because
“Her
( Unit
1
Friendship / Period
1
Reading / 教案 / - )family
was
Jewish
so
they
had
to
hide
or
they
would
be
caught
by
the
German
Nazis.”
And
“The
moon
gave
far
too
much
light.”
That
means
the
moon
was
so
bright
that
it
might
make
the
Nazis
discover
her
family
hiding
there.
If
so,
they
would
be
caught.
5.
B.
Because
th
( Unit
1
Friendship / Period
1
Reading / 教案 / - )e
diary
was
written
in
June,
1945
and
it
was
in
a
year
and
a
half
that
she’d
seen
the
night
face
to
face.
T:
Now
let’s
( Unit
1
Friendship / Period
1
Reading / 教案 / - )deal
with
Ex
3.
Please
look
at
the
slide
show.
Now
I’ll
give
you
a
few
minutes
to
discuss
the
answers
to
the
two
questions
in
groups
of
4.
Show
the
questions
on
the
screen.
1.
What
would
you
m
( Unit
1
Friendship / Period
1
Reading / 教案 / - )iss
most
if
you
went
into
hiding
like
Anne
and
her
family
Explain
why.2.
How
would
you
describe
Anne’s
feelings
as
she
was
looking
out
into
the
night
sky
T:
Now
who’d
like
to
answer
question
1
Volunteer!
S1:
I
missed
my
sch
( Unit
1
Friendship / Period
1
Reading / 教案 / - )ool
most
because
I
was
eager
to
get
more
knowledge
and
I
had
studied
there
for
many
years
with
my
teachers
and
classmates.
S2:
I
missed
some
pub
( Unit
1
Friendship / Period
1
Reading / 教案 / - )lic
places
such
as
amusement
parks,
gardens,
museums,
and
zoos.
I
could
enjoy
myself
and
played
happily
and
freely
like
other
children.
S3:
I
missed
( Unit
1
Friendship / Period
1
Reading / 教案 / - )
the
department
store
most
because
I
could
buy
whatever
I
wanted,
like
excellent
toys,
beautiful
clothes
and
delicious
food.
I
could
live
a
happy
life
again.
S4:
I
missed
my
relati
( Unit
1
Friendship / Period
1
Reading / 教案 / - )ves
and
friends
very
much.
I
felt
extremely
lonely
in
this
strange
hiding
place.
I
needed
them
to
support
and
encourage
me
to
get
through
the
hard
time.
T:
Excellent!
I
( Unit
1
Friendship / Period
1
Reading / 教案 / - )
think
you’ve
understood
Anne’s
deepest
feelings
and
thoughts.
The
second
question
S5:
Anne
and
her
fam
( Unit
1
Friendship / Period
1
Reading / 教案 / - )ily
had
to
live
the
life
of
wandering
about
and
departing
from
the
world.
She
felt
very
lonely
and
sad,
so
she
was
just
able
to
make
a
friend
with
her
diary.
S6:
She
worried
( Unit
1
Friendship / Period
1
Reading / 教案 / - )that
her
family
couldn’t
escape
from
the
clutches
of
the
devil
at
last.
They
were
at
the
danger.
It
was
probable
for
them
to
be
discovered
at
any
time.
S7:
She
was
v
( Unit
1
Friendship / Period
1
Reading / 教案 / - )ery
angry
with
the
crimes
for
the
Nazis
to
oppress
the
Jewish
and
make
them
suffering
the
extreme
misery
and
hardship.
She
also
hated
wars
and
terrors
very
much.
S8:
She
longed
for
( Unit
1
Friendship / Period
1
Reading / 教案 / - )
peace,
freedom
and
happiness
with
the
common
ideal
and
wish
of
the
whole
world
people.
S9:
She
grew
v
( Unit
1
Friendship / Period
1
Reading / 教案 / - )ery
tired
of
the
life
without
freedom
and
felt
helpless
because
she
could
do
nothing
but
to
hide
away,
having
her
heart
in
her
mouth
and
living
in
fear
of
being
caught.
S10:
She
wondered
wha
( Unit
1
Friendship / Period
1
Reading / 教案 / - )t
she
could
do
to
change
the
unhappy
situation,
but
she
daren’t
face
the
fact
because
she
was
frightened
to
suffer
cruel
persecution,
not
having
the
power
of
resistance.
T:
Excellent
job.
You
have
understood
the
feelings
of
Anne.
Step
VI
Homework
Show
the
following
on
the
screen.
1.
If
you
had
( Unit
1
Friendship / Period
1
Reading / 教案 / - )been
Anne,
what
have
you
done
at
that
time
Discuss
what
attitude
on
earth
the
wide
oppressed
people
should
take
towards
the
powerful
Nazis,
choosing
inactive
and
passive
waiting
for
death,
or
uniting
actively
to
face
the
reactionaries
and
fight
against
them
bravely
2.
Retell
the
text
using
about
100
words.
Notes:
1)
Use
the
first
person
to
retell
the
passage.
2)
Try
to
use
proper
prepositions
and
conjunctions.
3)
Make
use
of
the
chart
above
while
retelling.
3．Prepare
for
t
( Unit
1
Friendship / Period
1
Reading / 教案 / - )he
reading
task
on
Page
44
and
think
about
what
different
ways
of
showing
friendship
are
in
Hawaii.
4.
If
possible,
re
( Unit
1
Friendship / Period
1
Reading / 教案 / - )ad
the
book
“Anne’s
Diary”
published
either
in
English
or
Chinese.
Passage
Analyzing篇章分析
I
课文图解
Text
Chart
Read
the
text,
and
then
fill
in
the
chart.
Anne’s
best
friend
What
Her
diary
What
kind
Told
everything
to
When
World
War
II
Where
Amsterdam,
Netherlands
What
happened
Hid
away
not
to
be
caught
Sample
diary
Time
Nature
Feeling
After
hiding
Blue
sky,
songs
of
birds,
moonlight,
flowers
Never
felt
spellbound
Before
hiding
Darkness,
rain,
wind,
thundering
clouds
Grew
crazy
Held
in
their
power
II
课文Text
Retelling
The
possible
vers
( Unit
1
Friendship / Period
1
Reading / 教案 / - )ion
below
can
be
used
as
a
material
for
both
retelling
and
dictation.
One
possible
version:
I
lived
in
Amsterdam
( Unit
1
Friendship / Period
1
Reading / 教案 / - )in
the
Netherlands
during
World
War
II.
My
family
was
Jewish,
so
we
had
been
hid
away
for
a
year
and
a
half
in
order
not
to
be
caught
by
the
German
Nazis.
During
that
time
I
hadn’t
been
able
to
be
outdoors
for
so
long
that
I
had
grown
so
crazy
about
everything
to
do
with
nature.
Once,
I
decided
to
look
at
the
moon
at
midnight.
But
I
didn’t
dare
to
open
the
window
to
see
the
night
face
to
face
because
I
was
afraid
of
being
discovered
by
the
Nazis.
I
felt
very
lonely
without
seeing
my
old
friends.
So
I
had
to
make
a
new
true
friend,
my
diary
Kitty,
whom
I
could
tell
everything
to.
Unfortunately,
at
last
my
family
was
discovered
and
caught
by
the
German
Nazis
half
a
year
later.
III
德育渗透
Moral
Education
Teacher
can
guide
( Unit
1
Friendship / Period
1
Reading / 教案 / - )
the
Ss
to
understand
the
text
deeply,
making
the
Ss
to
realize
that
wars
and
cruelty
will
bring
incomparably
grave
disaster.
Arouse
the
Ss
to
love
peace,
hate
wars
and
establish
the
correct
outlook
on
life,
which
has
great
realistic
meaning.
Call
on
every
student
to
join
the
League
and
( Unit
1
Friendship / Period
1
Reading / 教案 / - )
agree
to
and
fully
support
the
leadership
of
the
Communist
Party
from
now
on.
Cherish
and
safeguard
the
peaceful
and
stable
political
situation.
Unite
with
the
whole
world
people
who
love
peace
in
order
to
abolish
all
the
reactionaries
thoroughly
and
realize
the
international
communism
in
the
end.
IV
写作技巧
Writing
Techniques
1.
写作特点Writing
Characteristic
1)
Lead
in
the
t
( Unit
1
Friendship / Period
1
Reading / 教案 / - )opic
of
friends
and
friendship
by
beginning
with
an
imperative
sentence
so
as
to
arouse
the
readers’
strong
curiosity
and
interest.
2)
Insert
the
form
( Unit
1
Friendship / Period
1
Reading / 教案 / - )
of
a
diary,
using
Anne’s
diary
“Kitty”
as
the
second
person
to
tell
her
deepest
feelings.
Reveal
the
inner
world
of
the
heroine
by
Anne
Diary’s
clarification
and
description
of
her
detailed
deep
thoughts
and
emotions.
3)
Use
the
sh
( Unit
1
Friendship / Period
1
Reading / 教案 / - )arp
contrastive
plot,
like
two
groups
of
expressions
“a
deep
blue
sky,
the
song
of
the
birds,
moonlight
and
flowers”
and
“the
dark,
rainy
evening,
the
wind,
the
thundering
clouds”,
to
express
the
heroine’s
complicated
and
conflicting
spirit
mood
of
either
scaring
and
hating
the
war
and
oppress,
or
longing
for
peace
and
looking
forward
to
happiness.
1)
用设问句引入日记成为好友这一主题，引起读者强烈的好奇心和阅读兴趣。
2)
插入日记这一体裁，把日记当作第二人称“基蒂”来倾诉感情，通过安妮日记的“表白”，细腻深刻的心理描写揭示了主人公的内心世界。
3)
通过对比的情节，运用词语如“蔚蓝的天空
( Unit
1
Friendship / Period
1
Reading / 教案 / - )，小鸟的歌唱，月光和鲜花”与“漆黑的雨夜，狂风，雷云”，表达主人公既惧怕憎恨战争和压迫，又渴望向往和平与幸福的复杂矛盾的心态。
2.
文章的体裁
Writing
Style
The
text
is
a
narra
( Unit
1
Friendship / Period
1
Reading / 教案 / - )tive
writing,
which
related
a
story
that
during
the
World
War
II,
as
the
Jewish,
Anne
and
her
family
had
to
live
the
life
of
wandering
about
and
departing
from
the
world.
Anne
was
only
able
to
make
a
friend
with
her
diary
Kitty,
to
whom
she
tell
her
deepest
feelings
and
thoughts,
accompanying
her
getting
through
the
two-year
fleeing
career.
A
diary
of
the
heroine,
which
used
the
first
person
to
relate
Anne’s
true
experiences
and
feelings,
was
chosen
to
make
the
passage
more
sincere,
natural
and
moving.
本文是一篇记叙文，用第三人称讲述第二次世界
( Unit
1
Friendship / Period
1
Reading / 教案 / - )大战的时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty
为友，倾诉衷肠，伴其渡过两年的逃亡生涯。文中选用了主人公的一篇日记，
采用第一人称“我”写出Anne的亲身经历和感受，
这样使文章更具真实感，使人感到亲切自然，真切感人。
3.
中心思想Main
Idea
The
text
related
a
mis
( Unit
1
Friendship / Period
1
Reading / 教案 / - )erable
story
that
during
the
World
War
II,
as
the
Jewish,
Anne
and
her
family
had
to
live
the
life
of
wandering
about
and
departing
from
the
world.
However,
they
couldn’t
escape
from
the
clutches
of
the
devil
at
last.
It
exposed
the
crimes
for
the
Nazis
to
oppress
the
Jewish
and
make
them
suffering
the
extreme
misery
and
hardship.
It
showed
the
common
ideal
and
wish
of
the
whole
world
people,
hating
wars
and
terrors
while
longing
for
peace
and
freedom.
本文通过叙述了犹太人安妮一家在纳粹党人
( Unit
1
Friendship / Period
1
Reading / 教案 / - )的黑暗统治下，只能过着滇沛流漓与世隔绝的逃亡生活,却最终难逃魔掌的悲惨命运，揭露德国纳粹党欺压犹太人民，使人民生活在水深火热之中的罪恶行径。表达了全世界人民憎恨战争与恐怖，渴望和平与自由的共同理想和美好心愿。
V
写作意图Writing
Purpose
The
text
rel
( Unit
1
Friendship / Period
1
Reading / 教案 / - )ated
a
miserable
story
that
during
the
World
War
II,
as
the
Jewish,
Anne
and
her
family
had
to
live
the
life
of
wandering
about
and
departing
from
the
world.
However,
they
couldn’t
escape
from
the
clutches
of
the
devil
at
last.
It
exposed
the
crimes
that
the
Nazis
oppressed
the
Jewish
and
make
them
suffering
the
complete
darkness
and
extreme
misery
and
hardship
without
any
happiness.
It
showed
the
heroine’s
real
thoughts,
hating
wars
and
terrors
and
longing
for
peace
and
freedom.
But
she
could
do
nothing
but
to
hide
away,
having
her
heart
in
her
mouth
and
living
in
fear
of
being
caught
because
she
was
frightened
to
suffer
cruel
persecution
and
daren’t
face
the
fact,
not
having
the
power
of
resistance.
The
cruel
historical
fact
showed
to
the
world
that
compromise
only
ended
up
with
the
failure.
The
writer
exposed
( Unit
1
Friendship / Period
1
Reading / 教案 / - )the
cruel
control
of
the
Nazis,
while
proposing
a
sharp
question
to
the
whole
society,
under
control
of
the
powerful
Nazis,
what
attitude
on
earth
did
the
wide
oppressed
people
take,
choosing
inactive
and
passive
waiting
for
death,
or
uniting
actively
to
face
the
reactionaries
and
fight
against
them
bravely
Where
there
is
oppression,
there
is
resistance.
本文通过叙述了犹太人安妮一家
( Unit
1
Friendship / Period
1
Reading / 教案 / - )在纳粹党人的黑暗统治下，只能过着滇沛流漓与世隔绝的逃亡生活，却最终难逃魔掌的悲惨命运。在揭露德国纳粹党欺压犹太人民，使人民生活在水深火热之中的罪恶行径的同时，也表达主人公既憎恨战争和压迫，又渴望和平与自由，却因惧怕遭到残酷迫害，不敢正视现实，无力反抗，只能过着东躲西藏，提心吊胆，担惊受怕，毫无幸福可言的暗无天日的生活。这一残酷的历史事实，向世人说明，妥协退让只能以失败而告终。
作者在揭露纳粹的残暴统治
( Unit
1
Friendship / Period
1
Reading / 教案 / - )的同时，向全社会提出一个尖锐的问题：在强大的纳粹统治下，广大受压迫的人民究竟应该采取什么样的态度，是选择消极被动地坐等待毙，束手就擒呢？还是应该积极主动地团结起来，勇敢地与反动派进行斗争呢？必修一
Unit1
friendship
Warming
Up,
Pre-reading
Teaching
goals
Knowledge
goals
Understand
the
main
idea
of
the
text
and
master
the
important
words
and
phrases.
Ability
goals
1.Understand
the
surface
information
by
filling
in
the
table
2.Enable
students
to
learn
the
background
of
the
story
Emotional
goals
Enable
Ss
to
find
find
the
importance
of
friendship.
Teaching
difficult
and
important
points
1.Understand
why
Ann
made
her
diary
the
only
true
friend
2.How
would
you
describe
Ann’s
feelings
while
she
was
looking
out
into
the
night
sky
Teaching
methods
1.Scanning
,skimming
and
Detail
reading
2.Ask-and-answering
between
the
teacher
and
the
students
3.Interaction
among
individuals,
pair-work
and
group-work
Class-exercise
Question
1
deal
with
how
thoughtful
you
are
towards
others.
The
scoring
reflects
your
concern
for
others.
So
one
point
for
A
gets
the
lowest
score
because
it
is
the
most
selfish
response.
B
get
the
highest
score
because
it
show
a
concern
for
your
friend
as
well
as
your
wish
to
go
to
see
a
film.
C
gets
a
slightly
lower
score
because
although
it
shows
you
want
to
go
with
your
friend
(because
you
change
the
plan),
you
do
not
help
your
friend.
Question
2
is
concerned
with
fairness.
A
gets
the
lowest
score
because
you
are
not
giving
your
friend
another
chance
to
behave
better
this
time.
B
gets
a
higher
score
because
you
let
your
friend
borrow
the
camera
again.
This
shows
kindness
and
forgiveness
or
the
trouble
you
had
when
it
was
returned
broken.
But
you
are
not
balancing
his
heeds
against
your
own.
That
is
why
C
gets
the
highest
score.
You
are
showing
your
friend
that
you
will
trust
him/her
with
the
camera
again
but
this
time
you
are
giving
him
/
her
rules
in
case
it
gets
bro
ken.
Question
3
deals
with
your
concern
for
others.
A
get
the
lowest
score
because
you
would
put
anything
else
that
needed
to
be
done
aside
and
concentrate
only
on
your
friend.
This
is
not
responsible.
You
have
things
that
you
need
to
do.
Of
course
your
friend
is
important
but
not
more
important
than
you
responsibilities.
B
gets
a
higher
score
because
it
shows
some
concern
for
your
friend
and
some
understanding
that
you
have
important
things
to
do
too.
But
it
does
not
show
any
real
interest
in
his
/
her
problem.
C
get
the
highest
score
because
it
not
only
shows
concern
for
your
friend
but
a
recognition
that
you
have
responsibilities
too.
Question
4
is
concerned
with
responsibilities
to
a
friend.
A
provides
the
correct
amount
of
responsibility
to
your
friend.
You
recognize
that
it
was
your
fault
and
will
put
it
right
an
d
pay
for
the
damage.
So
it
gets
the
highest
score.
B
provides
some
understanding
that
you
are
responsible.
You
put
the
situation
right
but
you
do
not
pay
for
the
damage
yourself.
So
it
does
not
get
the
highest
score.
C
gets
the
lowest
score
because
you
expect
your
friend
to
pay
for
your
mistakes
even
though
you
were
doing
your
friend
a
favour.
Question
5
is
concerned
with
honesty.
If
you
let
your
friend
look
at
your
paper
or
somebody
else’s
paper,
you
are
helping
them
to
cheat.
That
is
not
honest,
so
answers
A
and
C
get
no
marks.
But
it
takes
courage
to
tell
your
friend
that
they
should
have
studied
and
that
they
cannot
look
at
your
paper.
That
is
also
the
honest
answer.
So
you
get
6
points
for
B,
which
is
more
than
any
other
in
the
quiz.
语法填空：Anne’s
sister,
Margot
was
very
__________
that
the
family
had
to
move
.
She
found
________difficult
to
settle
and
______
________
in
the
hiding
place
because
she
was
__________
_________
whether
they
would
be
discovered.
She
knew
she
had
to
_______
_
her
parents
and
__________
____
this
was
necessary.
At
first
she
thought
she
would
go
_________
but
later
she
realized
that
it
was
better
to
_____
___________
this
together.
（重点班和实验班直接使用，平行班和A段班老师可适当提示）
教学反思必修一
Unit1
friendship
Warming
Up,Pre-reading
1.
Teaching
objectives:
1)
To
develop
the
students’
reading
ability,
learn
to
use
some
reading
strategies
such
as
guessing,
key
sentences,
skimming
and
so
on;
2)
To
get
the
students
to
realize
the
importance
of
friends
and
friendship,
and
to
tell
true
friends
from
false
friends;
2.
Teaching
method:
Task-based
teaching
3.
Teaching
procedures:
Step
1
Pre-reading
1)
Please
enjoy
three
pieces
of
music
and
find
out
what
they
are
about.
2)
Does
a
friend
always
have
to
be
a
person
What
else
can
be
your
friend
3)
What
do
you
know
about
the
World
War
II
4)
Background
introduction
Step
2
Fast
reading
1)
Who
is
Anne
Who/What
was
Anne’s
best
friend
When
and
where
did
the
story
happen
2)Fill
in
the
form
below.
The
time
of
the
story
The
place
of
the
story
The
heroine
of
the
story
Anne’s
best
friend
The
length
of
time
they
hid
away
The
date
of
the
diary
Reading
“Anne’s
Best
Friend”
1.
Teaching
objectives:
1).
To
grasp
some
useful
words
and
expressions
in
this
passage,
such
as
on
purpose,
be
crazy
about
etc.
2).
To
learn
the
writing
style
of
this
passage.
2.
Teaching
method:
Task-based
teaching
3.
Teaching
procedures:
Step1.
Careful
Reading
1.
Answer
the
following
questions:
1)
Why
did
Anne
made
her
diary
her
best
friend
2)
What
is
an
ordinary
diary
like
according
to
Anne
What
about
her
diary
3)
Why
was
she
so
crazy
about
things
to
do
with
nature
4)
Why
did
she
stay
awake
on
purpose
until
very
late
one
evening
5)
Why
didn’t
she
dare
open
the
window
when
the
moon
was
too
bright
6)
How
do
you
understand
the
expressions
“spellbound”
and
“held
me
entirely
in
their
powder”
2.
Skim
the
text
and
summarise
the
main
idea
of
each
paragraph
in
one
sentence.
Para.
One:
Anne
made
her
diary
her
best
friend
whom
she
could
tell
everything.
Para.
Two:
Anne’s
diary
acted
as
her
true
friend
during
the
time
she
and
her
family
had
to
hide
away
for
a
long
time.
Para.
Three:
Having
been
kept
indoors
for
so
long,
Anne
grew
so
crazy
about
everything
to
do
with
nature.
Step
2
Post-reading
1.
Comprehending
exercises
(on
paper)
Time
Nature
Feeling
Before
hiding
After
hiding
2.
Discuss
what
kind
of
feelings
of
Anne
the
following
words
from
the
letter
imply.
words
Anne’s
feeling
nature
free,
peaceful,
relaxed
outdoors
Free
crazy
anxious,
eager,
thirsty
didn’t
dare
scared,
frightened
thundering,
entirely,
power
helpless,
depressed,
lonely
Step3.
Activity
Four
students
a
group
to
discuss
the
situation:
Suppose
you
four
have
to
hide
yourselves
for
3
months.
During
the
three
months,
you
will
be
offered
the
basic
food,
water
and
clothes.
Your
group
can
take
5
things
with
you.
What
will
you
take
Why
How
will
you
spend
the
3
months
How
will
you
treat
each
other
and
make
friends
Step4.
Homework
1.Review
the
important
words,
phrases
and
difficult
sentences
in
the
text
and
make
sentences
using
the
words
given
by
the
teacher.
2.Finish
Ex.1-3
on
p4.
