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单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,Module 1 Unit 1,Shilong Senior High,第1页,Warming up,Results,4-7points:You are a good friend.You should think about what a good friend needs to do and say to his/her friend.,8-12points:You are a good friend but you sometimes let your friendship become too important.Try to strike a better balance between your friends needs and your own responsibilities.,13+points:You are an excellent friend who recognizes that to be a good friend you need to balance your needs and your friends needs.Well done!,第2页,Auld Lang Syne,Should auld acquaintance be forgot,and never brought to mind,Should acquaintance be forgot,and days of auld lang syne,For auld lang syne,my dear,for auld lang syne,well take a cup of kindness yet,for auld lang syne,And heres a hand,my trusty friend,And give us a hand othine,well take a cup of kindness yet,For auld lang syne,第3页,情谊地久天长,怎能忘记旧日朋友心中能不欢笑旧日朋友岂能相忘,情谊地久天长,情谊万岁朋友情谊万岁举杯痛饮同声歌颂,情谊地久天长,我们曾经终日游荡在故乡青山上我们也曾历尽苦辛处处奔走流浪情谊万岁朋友情谊万岁举杯痛饮同声歌颂,情谊地久天长,我们也急忙日逍遥荡桨在微波上当如今已经劳燕分飞远隔大海重洋情谊万岁万岁朋友情谊万岁举杯痛饮同声歌颂,情谊地久天长,我们往日情意相投让我们紧握手让我们来举杯畅饮,情谊地久天长,情谊万岁万岁朋友情谊万岁举杯痛饮同声歌颂,情谊地久天长,情谊万岁万岁朋友情谊万岁举杯痛饮同声歌颂,情谊地久天长,情谊万岁万岁朋友情谊万岁举杯痛饮同声歌颂,情谊地久天长,第4页,Anne Frank,安妮弗兰克，德国犹太少女，1929年6月12日出生于德国法兰克福市，父亲奥图法兰克（Otto Frank），家中还有母亲艾迪斯（Eddith Frank）和姐姐玛格（Margot Frank）。1945年3月死于贝尔根-贝尔森集中营（Bergen-Belsen concentration camp），她,安妮日志,成为第二次大战期间纳粹毁灭犹太人最正确见证，日志中展现了惊人勇气与毅力。,第5页,写作背景,二十世纪四十年代纳粹德国统治欧洲大部分地域，德国纳粹政策之一是对犹太人残酷迫害，包含杀害、送到集中营强迫劳动、驱逐出欧洲等。,安妮处于恶劣生活环境下，渴望情谊、渴望朋友、渴望大自然、渴望自由。,第6页,直接引语和间接引语,直接引语,间接引语,普通现在时,普经过去时,现在进行时,过去进行时,普通未来时,过去未来时,普经过去时,过去完成时,现在完成时,过去完成时,过去完成时,过去完成时,现在完成进行时,过去完成进行时,时态改变,第7页,一些惯用词改变,直接引语,间接引语,指示,代词,this,that,these,those,时,间,状,语,now,then,today,that day,tomorrow,the next day,yesterday,the day before,next week/month,then next week/month,last week/month,the week/month.before,three days ago,three days.before,this week/month,that week/month,第8页,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,第9页,friendship,Warming up,Make new friends and keep the old;,one is silver and the other is gold.,Reading,Workbook,以话题为中心展现听说读写材料和学习任务,(content based;task based),第10页,friendship,问卷,日志,求援信,表态,给提议,+,练习册,第11页,二、教材重组,1,、,教材使用,提议,（,1,）对教材内容进行适当补充和删减,（,2,）替换教学内容和活动,（,3,）扩展教学内容或活动步骤,（,4,）调整教学次序,（,5,）调整教学方法,-英语课程标准P61,第12页,3、重组标准,1）,话题,一致标准,2）,功效,一致标准,3）,目标,一致标准,2、指导思想,more input,more output,第13页,三、教学安排设计,课时,课 型,内 容,1,Intensive reading,Warming Up,Pre-reading,Reading,Comprehending,2,Extensive reading,Reading Task(WB);,Additional readingChucks friend,3,Vocabulary&structure,Learning about languageP4,Using words,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),第14页,任务设计,目标任务,任务1,任务6,任务5,任务2,任务3,任务4,目标任务,Final task,Project,Design friendship cards,Writing a letter of advice,An English party on friendship,An English paper on friendship,第15页,四、教学案例,Period 5 Reading&writing,【Learning strategies】,Scaffolding;cooperative learning;,learning while using;,experiential learning,【Goal】,Output in language,mainly in writing,【Theory】,Hayes和Flower 过程写作法,（processfocused approach writing）；,皮亚杰(Piaget)社会建构主义理论,(Constructivism Theory)；,英语课程标准对写作要求,第16页,【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,第17页,【,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）,起草提要,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,第二稿认真誊录,教师评价指出优点和不足,成品（publishing）完成第三稿，设计版面,第18页,【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?,第19页,3.Read the letter to the editor from Xiaodong,:,Dear editor,Im glad to tell you that I have been admitted into No.1 High School,which I am longing for.,Im 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 dont know what to do.,Besides,Im not good at,communicating with,people.I wonder if I can,get along well with,my new classmates.Im 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,第20页,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,Im afraid that,I advise you to,I dont think,Dont worry,I agree/I dont agree.,I think so./I dont think so.,第21页,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,第22页,Step 2 While-writing,(Individual work),Writing tips:,1,st,.Organize your ideas and set the,paragraphs.,2,nd,.Use some beautiful expressions and,proverbs you have learned.,3,rd,.Use proper linking words like,and,so,however,besides,etc.to make your letter,coherent.,4,th,.Read aloud the letter and make some,improvement.,5,th,.Try to finish the letter in 1215 minutes.,第23页,评价内容,自评,互评,主题,是否突出提提议和表示态度；书信格式是否正确,词汇,所用词汇是否地道、恰当,是否利用课文/范文等中优美词/句,单词拼写错误多/少,语法,主体时态是否用普通现在时,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,第24页,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,accordingto the assessing standard.,2)Make an improvement according,to the comments from your partner.,3.Class assessment with the help of,the projector,第25页,Homework,Further improve your,letter,according to theassessing standard,.,2.,Make the final copy of the letter with beautiful and clean handwriting.Design the page to make it unique,.,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 weve learned?,Do you use linking words like“besides,and”to make your article more coherent?,*,Do you use different sentence patterns?,第26页,五、反思,、写作过程,从高一开始，我们就应该让学生知道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。这么写作得以在正确轨道上进行。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培养有着主动影响，它引导学生接触一个全新写作方式在一个轻松、亲切环境下体验写作，经过主动合作、集思广益、相互切磋等路径来学习。,第27页,2、多元评价,过程写作优于传统写作一个主要方面就在于评价。在课堂中，我们采取了多元评价方式：自评，同伴互评，师生共评等。在不停修改中形成新思绪，养成良好写作习惯，并在不停必定、修正自己思维过程中实现自我构建。,英文写作是一个长久复杂训练过程。高中阶段英语写作能力教学应从长计议，从高一开始，从基础抓起，不能等到高考前再进行突击性强化,。,第28页,多一份意见 多一份参考,第29页,
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