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.
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, upset, 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 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.
2）For example, when it 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 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 spellbound by nature before? How about being in the hiding place? Why?
Why didn’t she go downstairs one evening until the window had to be shut?
What would you miss most if you went into hiding like Anne and her family? Explain why.
How would you describe Anne’s feelings as she was looking out into the night sky?
What attitude on earth should the wide oppressed people take towards the powerful Nazis?
c. Enable the Ss 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 miss most if you went into hiding like Anne and her family? Explain why.
How would you describe Anne’s feelings as she was looking out into the night sky?
c. Discuss what attitude 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-answering 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 first class of a new term, teacher can lead the Ss to think of making new friends in the strange school.
T: Welcome to 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 student 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 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 the 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 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 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
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
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! 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 see 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 to 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 please 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 friends? Make a list of reasons why friends are important to you.
2. What do you think a good friend should be like? List what a good friend should do and share the list with your partners.
3. Does a friend always 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 someone to care and understand, to share sorrows and happiness.
Sc: Everyone needs a friend to be true to us whether near or far apart.
T: Quite right. Next question?
Sd: I think my good friend should have a lot in common and our thoughts are always near.
Se: I need my friends 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 opinion, my friends should have the same kind of sense of humor so that we can laugh together.
T: Terrific! I wish everyone 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 persons can understand and communicate with each other more easily and conveniently.
Sj: I think other things like pets, books, toys, balls, and instruments can also be our friends.
T: Wonderful! You have a very great imagination. Now who can answer the last question?
Sk: Yes, I think so. Because 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’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 our 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 comprehend 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 learn 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 friend? 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 her diary her best friend, to whom she could tell her deepest feelings and thoughts.
S2: Because during 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, 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’t trust others except her diary, to whom she could tell everything.
S5: She didn’t set 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. Nature had never have kept her spell-bound before she came to Amsterdam.
S7: After being in the hiding place, Anne had grown crazy about everything to do with nature.
S8: Because she didn’t dare to face nature, being afraid of being discovered by the Nazis.
S9: But she was 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 always worried about being caught by the Nazism, although she was crazy about nature.
S13: It exposed 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.
T: Well done! I think you may continue to read it again to get more details.
Skimming
In this part, the 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 the passage fast to get the main idea with your partners.
S1: It exposed the crimes that the Nazis oppressed the Jewish and made them suffer the extreme misery and hardship.
S2: It showed 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’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 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
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 deal with some language points. Turn to Page 2. Let’s look at the sentences.
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.
This sentence means that Anne couldn’t go out for so long that she had felt wildly exited about nature.
For example, when 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 tells 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 time in a year and a half that I’d seen the night face to face....
This sentence means 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 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 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 diary Kitty because she thought it was her best friend.
5. They were finally caught because they were discovered.
T: Now, it’s time 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 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 wrote 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 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 the 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 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 miss 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 school 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 public places such as amusement parks, gardens, museums, and zoos. I could enjoy myself and played happily and freely like other children.
S3: I missed 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 relatives 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 think you’ve understood Anne’s deepest feelings and thoughts. The second question?
S5: Anne and her family 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 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 very 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 peace, freedom and happiness with the common ideal and wish of the whole world people.
S9: She grew very 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 what 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 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 the reading task on Page 44 and think about what different ways of showing friendship are in Hawaii.
4. If possible, read 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 version below can be used as a material for both retelling and dictation.
One possible version:
I lived in Amsterdam 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 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 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 topic of friends and friendship by beginning with an imperative sentence so as to arouse the readers’ strong curiosity and interest.
2) Insert the form 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 sharp 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，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 narrative 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 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 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 related 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 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
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
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
