Learning about Language教学活动设计方案

Unit 1

Friendship

教学目标

1.了解"Friends and Friendship"这一话题,使学生感受主人公Anne乐观自信的人生态度,纯美丽的心灵。

2.通过本课的学习使学生能够在理解的基础上复述课文

3.通过词组和词缀的学习让学生掌握记忆单词的方法。使学生熟练运用比较记忆、归类记忆、构词法记忆等单词记忆方法. 4.通过阅读让学生了解阅读过程中有很多阅读障碍,但是可以通过调整心态和注意力,读懂细节,推断隐含内容,从而掌握大意,获取所需信息。

教学内容

Warming Up.Pre-reading,Reading,Comprehending and Using Language

重点难点

1.Use the given adjectives and sentence structures to describe one of their friends. 2.Learn to evaluate friends and friendship. 3.

Learn different reading skills.

教学思路

本节课为文章整体理解课,重点处理 Warming Up,Reading和 Using Language 中的阅读文章,培养学生的听、说、读、写的技能,使学生能对本单元的“Friends and Friendship”这一话题充分理解,并感受主人公乐观自信的人生态度以及纯真美丽的心灵。

教学准备

a projector,a tape recorder

教学过程

Step1.Leading-in Before the lesson,the teacher can arouse the students'interests by showing a video of Auld Lang Syne .Then the teacher can get the students to talk about their summer holidays . The students can talk freely as they like. 1.How did you spend your summer holidays? 2.What do you think of our new school? 3.Do you like making friends?Do you have many friends here? 设计意图:通过谈论暑假活动新学校，引出朋友这一话题。

Step 2 .Warming up 1.T：What are the qualities of a good riend ? List some qualities of a good friend or your ideal friend . Have the students get into groups four to find out what each has listed.They

may include the following: Humorous . honest . caring . loyal . friendly . responsible . patient . helpful . considerate 2.

T : Tell your partner your standards of good friends by using the following structures: I think a good friend should(not) be... In my opinion,a good friend is someone who... 3.Have the students do the survey in the textbook and then score their survey according to the scoring sheet on page 8 . 设计意图:通过谈论好厕友的优秀品质及标准,让学生能够用英语淡论朋友:而通过做调查,让学生知道应该如何对侍朋友.

Step3 . Pre - Reading Get students to think about the following: 1.Why do we need friends? 2,Does n friend always have to be á person?Why? 3.

Do you think a diary can become your friend ? Why or why not?

Step 4 .Reading 1.

Scanning. Get the students to comprehend the passage quickly and accurately ,and help the students to form a good habit of reading . The teacher gives the students a couple of minutes to look through the whole passage.Tell the students to read silently and then fill in the form below. The time of the story happened

The place of the story happened

The heroine of the story

Anne's best friend

The length of time when they hid

away The date of the diary

Suggested answers :World War Il : Netherlands,Anne: her diary - Kitty: about two years;Thursday,15th June,1944 2.Skimming. Students rend the text again and then work together with their partners to get the main idea. (1)What is the main idea of the letter? Suggested answer:Anne was crazy about everything to do with nature.(her love for nature) (2)

Fill in the following form. Time Nature Feeling Before hiding

After hiding

Suggested answers: blue sky , songs of birds , moonlight , flowers : never felt spellbound darkness, rain, wind , thundering clouds grew crazy about nature 3.Detail reading Read the text again carefully and answer the following questions. (1)What is a true friend like in Anne's opinion? Suggested answer: In Anne's opinion, a true friend is a per- son whom you can trust. That's to say, you can tell everything to this person. (2)What is an ordinary diary like according to Anne? What about her diary? Suggested answer: According to Anne, an ordinary diary is where most people like to set down a series of facts, But Anne wrote down her deepest feelings and thoughts in her diary. She told everything to her best friend-----her diary. (3)

Why was she so crazy about things to do with nature? Suggested answer: Because she had been indoors too long. she was so eager to see the outdoor world-the blue sky,the singing birds. the beautiful flowers. the bright moon, and every thing. (4)Why did she stay awake on purpose until very late one evening? Suggested answer: Because she wanted to have a good look at the bright moon. (5)Why didn't she dare open the window when the moon was too bright? Suggested answer: Because she was afraid that she might be discovered by the German Nazis. 4.Deep-reading. (1)Which sentence in the text of Reading can replace the fol- lowing sentence? I have no desire to write down the same facts in a diary as the majority of people do. Suggested answer: I don't want to set down a series of facts in a diary as most I people do. (2)Which word or phrase can replace"spellbound"in the text of Reading? Suggested answer: interested or crazy (3)Translate the following sentences into Chinese. ① wonder if it's because I haven't been able to be outdoors I for so long that I've grown crazy about everything to do with nu ture . ②It was the first time in a year and a half that I'd seen the is night face to face. Suggested answers : ①我想知道这是不是因为我长久无法出门的缘故，我变得对一切与大自然有关的事物都无比狂热

②这是我一年半以来第一次目睹夜晚

Step5 . Listening and reading Play the tape of the passage for the students to listen and read, Make sure the students read long sentences correctly by pausing at suitable places.

Step6 Rewriting Ask students to use their own words to rewrite the passage of Reading. Suggested answer: Anne's family were Jews. According to Nazis' opinion they fi would be sent to concentration camps farther east, mostly in Poland. They had to escape from being killed by Nazis. They hid away for about two years. It is hard for them to settle down and go through the situation. Anne wasn't able to be outdoors for so long that she was crazy about nature. In order to see the bright moon face to face she stayed awake on purpose until late into the night. During the time Anne kept her dairy as her friend.

Step 7. Reading and listening( Using Language) 1. Read the letter that Lisa wrote to Miss Wang and find out the answer to the following question. What was upsetting Lisa? 2. Listen to what Miss Wang says, and do Exercise 2 on page6 3. Listen to the tape again and try to answer the questions in Exercise 3. 设计意图:让学生进一步把握相关话题的内容，训练他们的听力

Step 8 . Speaking Talk in pairs. 1. Imagine the following situation: Your best friend tells you that he/she has stolen something from a shop. He/She thinks it is funny that he/she got away with it. What will you say to him/her? Give reasons for your answer and try to use the expressions about agreement and disagreement on page 6. 2. Do Exercise 3 on page 43. 设计意图:通过 Speaking让学生熟练运用表达自己的意见和看法的短语和句型

Step9 . Reading and writing( Using Language) 1.

T : Read the letter to Miss Wang from Xiao Dong and make sure you know what problem Xiao Dong has 2 . T : Discuss in groups of four and think of what advice you can give to Xiao Dong. 3.T: Write your advice to Xino Dong as an editor individually. You can use the expressions in Exercise 2 on page 7 1. T Swap your letter with your partner, Go through his/hetwork and help to improve if, trying to pick out any mistakes you can find in spelling, verb forms, or punctuation. Then swap yourwork back and correct any mistakes and write it out 设计意图:通过写作训练，使学生进一步熟悉本单元话题内容，培养写作能力

Step10. Interview Act in pairs, A acts as a reporter from as one who went hiding with Anne. A asks B about anything he/she is interested in e . g. What did you miss most when you went into hiding?

Step 11. Homework 1. Please write a short passage to describe one of your best friends. Try to use the new words and phrases that you have just learned 2. Please tell one or two proverbs about friendship. 板书设计

Friendship

1 . Leading-in

2 . Warming-up

3. Pre-reading

4. Reading

Key words: (1)

Scanning

(2)

Skimming survey add point upset (3)Detail reading ignore calm concern

(4) Deep-reading

cheat 5. Listening and rending Key phrases 6. Rewriting add up calm down have 7 .

Reading and listening( Using got to be concerned about walk the dog Language)

8 . Speaking

9 . Reading and writing ( Using

Language) 10 . Interview

11 . Homework

教学反思

1.本堂课精心设计教学活动，使学生能够通过完成具体的任务来学习和巩圆语言，积累学习经验和享受成功的喜悦。课中要重视学生的个性和兴趣，教师可以通过多媒体技术，为学生创设各种语言学习环境，提供丰富的教学资源，拓宽学生的学习渠道和学习方式。

2.通过小组活动，培养合作探究能力。学生的每一个活动都其有明确的目的指向和具体的操作要求，实现了英语在真实情境中的应用。

3.尽量以学生为主体、任务型教学为主线，合作教学为原则，辅助以多媒体教学手段，突出交际性，重视读写的实用蚀，重视学习策略的接养以及个体差异。不仅要培养学生的听说读写能力，而且要使学生具有造应社会的能力。