Module 1 Unit 1 Friendship

一、编者意图 二、教材重组 三、教学安排设计 四、教学案例 五、反思

一、编者意图 friendship 以话题为中心呈现听说读写的材料和学习任务 (content based; task based) Using language Warming up friendship Workbook Reading 以话题为中心呈现听说读写的材料和学习任务 (content based; task based) Make new friends and keep the old; one is silver and the other is gold.

friendship 问卷 日记 求助信 表态 练习册 + 给建议

二、教材重组 1、教材使用建议 （2）替换教学内容和活动 （3）扩展教学内容或活动步骤 （4）调整教学顺序 （5）调整教学方法 （1）对教材内容进行适当的补充和删减 （2）替换教学内容和活动 （3）扩展教学内容或活动步骤 （4）调整教学顺序 （5）调整教学方法 ----英语课程标准P61

2、指导思想 more input more output 3、重组原则 1）话题一致原则 2）功能一致原则 3）目标一致原则

三、教学安排设计 内 容 课 型 课时 1 Intensive reading 课 型 内 容 1 Intensive reading Warming Up, Pre-reading, Reading, Comprehending 2 Extensive reading Reading Task (WB); Additional reading—Chuck’s friend 3 Vocabulary & structure Learning about languageP4 Using words & expressions; Using structures (WB)P42 4 Reading, Listening & Speaking A poem P7; Using language P6; Listening & Talking P41 5 Writing Reading and Writing P7 6 Assessment Language Practice; Summing up(P8); Learning tip(P8); Checking yourself(P47)

任务设计 目标任务 目标任务 Project 任务1 任务6 任务2 任务5 任务3 任务4 Design friendship cards Final task Writing a letter of advice 目标任务 An English party on friendship Project An English paper on friendship

1、精 读 Activities ： 3. Doing the survey 4. Talking about something 1、精 读 Activities ： 3. Doing the survey 4. Talking about something German Nazis did to the Jews 8. Finding out the implied meaning of bolded words in the diary outdoors—freedom didn’t dare--- scared, thrilled, frightened ,

2、泛 读 1. Reading for information 2. Reading for culture 3. Reading for pleasure 4. Guessing words from context/clues 6. Comparison

1. A friend in need is a friend in deed. Different cultures showing friendship 1. A friend in need is a friend in deed. 2. It’s common to make friends with the same sex. 3. As friends, you should pay money for friends, especially when having dinner out together. Express their attitude, using agreement & disagreement

改变‘过分重视语法和词汇知识的讲解与传授，忽视对学生实际语言运用能力的培养的倾向’ 3、词汇 & 语法 新课标对语言知识教学的理念 目标： 改变‘过分重视语法和词汇知识的讲解与传授，忽视对学生实际语言运用能力的培养的倾向’ 　将语法、词汇和活动有机地结合在一起，这是改革的核心。以往的教学总是把语法、词汇和活动两者隔离开来进行，这次新课程改革就是要把这两张皮粘在一起，形成统一的整体。

1. Vocabulary Making a list of words and expressions from the text that you want to learn or you’re still not sure about 2) Trying to understand the words or expressions (either by using clues, pair work, or group discussion) 3) Discovering the usage of some key words or expressions 4) Practising 任何一个单词都不是在一节课里学会的 在单元中增加重点词复现率，不断强化记忆效果 感兴趣的信息+相关词汇 记得住 运用各种练习形式培养词汇学习策略

语法教学流程 观察现象---发现规律---模仿练习(口头,笔头)---情境练习 (口头,笔头)---小结（形式， 功能）---探究

2. Structure Group competition: Ask questions about Anne’s diary or friendship, and other group reports. 2) Making a dialogue between Anne, Margot & Kitty. Anne should report what Kitty says to Margot. 3) Summing up 4) consolidation 5) Hot line SOS As an advisor, he often receives calls for help from students and gives them advice. Suppose you are the advisor’s secretary and answer three of the five calls. Please retell them to the advisor in indirect speech.

4 ，读、听、说 1. Read the poem P7 Why is he weeping? How did he treat his friends? What advice will you give him? 2. Listening 1)Pre-listening: Read the letter P6 Why does Lisa write a letter to Miss Wang? What upsets her? 2)While-listening 1st listening: Choice 2nd listening: Ex. 2 3rd listening: Ex. 3 3)Post-listening: Discussion Do you agree with Miss Wang’s advice? Do you think boys & girls can develop real friendship?

3. Talking P41 1st listening 2nd listening Discussion P41 4. Talking show What problems may you have with friends? 2) Work in groups of four. Design a questionnaire to find out proper solutions to the problems. Using agreement or disagreement while communicating with group members. 　　P6

Period 5 Reading & writing 四、教学案例 Period 5 Reading & writing 【Goal】Output in language, mainly in writing 【Learning strategies】 Scaffolding; cooperative learning ; learning while using; experiential learning 【Theory】 Hayes和Flower 的过程写作法 （process－ focused approach writing）； 皮亚杰(Piaget)的社会建构主义理论 (Constructivism Theory)； 《英语课程标准》对写作的要求

【Teaching aid】 Multimedia （a computer ;a projector ） 【Learning aims】 1. To learn to write a letter of advice 2. To master the steps of writing 3. To train the skills of discovering and correcting mistakes 4. To learn to carry on self-assessment and peer-assessment 5. To develop the sense of process－ focused writing

写作前奏（Pre-writing）→阅读范文，针对主题展开讨论，范文分析 【Writing process】 写作前奏（Pre-writing）→阅读范文，针对主题展开讨论，范文分析 写作进行曲（While-writing）→起草提纲, 模仿写作，应用词汇，完成初稿 写作续曲（Post-writing）→自评，互评，考虑同学的评价和意见，修改 全班共评一、二篇习作→教师指导 第二稿→认真抄写 教师评价→指出优点和不足 成品（publishing）→完成第三稿，设计版面

A Forever Friend 【Teaching procedures】 Step 1: Pre-writing 1. Enjoy a poem A Forever Friend Read the poem aloud expressively. Enjoy the rhyming words. 2) Have a discussion with your partner about your understanding of friends/friendship. 3) Pick out the lines you enjoy best. 2. What beautiful lines have you learned about friends or friendship in this unit?

3. Read the letter to the editor from Xiaodong: Dear editor, I’m glad to tell you that I have been admitted into No.1 High School, which I am longing for. I’m crazy about everything in the new school. However, my father says, “Students in high school are too busy to care about others.” Facing the new classmates and new teachers, I really don’t know what to do. Besides, I’m not good at communicating with people. I wonder if I can get along well with my new classmates. I’m really upset. Dear editor, can you tell me how to make friends? And what is friendship exactly? I would be grateful if you would give me some advice. Best wishes Xiaodong

In my opinion, you should… My advice is… I think/ believe… 1) What problem does Xiaodong have? Do you agree with what his father says? Discuss in groups of four. Collect your advice to Xiaodong and your attitude. Useful expressions: In my opinion, you should… My advice is… I think/ believe… I’m afraid that… I advise you to… I don’t think… Don’t worry… I agree/ I don’t agree. I think so./ I don’t think so.

Structure Para. 2-3: Problem solving Para. 4: Closing 2) Discuss the basic structure of the letter to Xiaodong from you, the editor, in groups of four. Para. 1: Response Structure Para. 2-3: Problem solving Para. 4: Closing Para. 2-3: Problem solving Personal attitude Understanding of friendship Advice on making friends

Step 2 While-writing (Individual work) Writing tips: 1st. Organize your ideas and set the paragraphs. 2nd. Use some beautiful expressions and proverbs you have learned. 3rd. Use proper linking words like and, so, however, besides etc. to make your letter coherent. 4th. Read aloud the letter and make some improvement. 5th. Try to finish the letter in 12－15 minutes.

　　　　　评　价　内　容 自评 互评 主题 是否突出提建议和表达态度；书信格式是否正确 词汇 所用词汇是否地道、恰当 是否运用课文/范文等中的优美词/句 单词拼写错误多/少 语法 主体时态是否用一般现在时 句子结构是否正确、优美 行文 是否流畅 亮点 是否有创意之处

Step 3 Post-writing 1. Self- assessment 2. Peer assessment: 　1) Share your letter with your 　　partner and try to give some 　　suggestions to each other 　 　　according　to the assessing standard. 　2) Make an improvement according 　　to the comments from your partner. 3. Class assessment with the help of 　the projector

Homework Further improve your letter according to the　assessing standard . 　　　　　 Assessment 　 Content Does the article have a clear structure? Does your article include attitude, advice and understanding of friendship? Grammar Do you use the capital & punctuation correctly? Do you use tense correctly? Do you spell the words correctly? Language Do you use some good expressions from what we’ve learned ? Do you use linking words like “ besides, and…”to make your article more coherent? *Do you use different sentence patterns? 2. Make the final copy of the letter with beautiful and clean handwriting. Design the page to make it unique.　

五、反思 １、写作过程 从高一开始，我们就应该让学生懂得写一篇文章必须经历几个步骤，如写前准备、起草、初稿、自评互评、修改、成稿等。这样写作得以在正确的轨道上进行。也就是说，写作重在过程，而不能只看结果。过程写作对学生写作能力的培养有着积极的影响，它引导学生接触一个全新的写作方式——在一种轻松、亲切的环境下体验写作，通过积极合作、集思广益、相互切磋等途径来学习。

２、时间分配 一节写作课的各个环节要安排得紧凑有序，层层递进。写前准备（包括话题讨论，范文学习，写作技巧，提纲等）用15到17分钟，独立写作15分钟左右，评价（包括自评，同伴互评，师生共评等）15分钟左右。 ３、多元评价 过程写作优于传统写作的一个重要方面就在于评价。在课堂中，我们采用了多元评价方式：自评，同伴互评，师生共评等。在不断的修改中形成新的思路，养成良好的写作习惯，并在不断肯定、修正自己的思维过程中实现自我构建。 英文写作是一个长期复杂的训练过程。高中阶段的英语写作能力的教学应从长计议，从高一开始，从基础抓起，不能等到高考前再进行突击性的强化。

多一份意见 多一份参考 共同打造和谐课堂

2)While-listening 1st listening: Choice What is Miss Wang’s attitude toward Lisa’s friendship with the boy? A. Angry B. Upset C. Supportive 2. What’s Miss Wang’s advice? A. Ignore the boy. B. Ignore her classmates C. Ignore her gossiping classmates

3. Talking P41 1st listening 1) Tick out the following people Leslie Clark doesn’t meet in Luoyang. A. officials √ B. bus-owners C. engineers √ D. taxi-drivers E. teachers F. students √G. headmasters H. businessmen 2) According to Clark, tell whether the following statements are true or false. T A. A few of them invite her to dinner with delicious food and drink. F B. They take her to visit a beautiful lake in the countryside T C. She stays in the best hotel in town. F D. Most people invite her to their home as guests.

2nd listening 1) What does she think of Chinese people? 2) According to Clark, does she make friends with all these Chinese people? Useful expressions about agreement and disagreement: I think so. I don’t think so. I agree. I don’t agree. That’s correct. Of course not. Exactly. I’m afraid not.