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紫霞仙客的博客

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Unit 1 Friendship 2  

2009-12-02 13:15:08|  分类: 高一英语必修1 |  标签: |举报 |字号 订阅

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Unit 1 Friendship

Period 2 Reading

 

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整体设计

This is the second teaching period of this unit. As usual, the teacher should check the students’ homework and offer chances for them to go over what they learned in the last period at the beginning of the class.

In this period, the teaching emphasis will be put on developing the Ss’ reading ability and getting them to learn to use some reading strategies such as guessing, key sentences, skimming and so on. As to new words and phrases, the teacher can first find those the Ss find most difficult and help them to understand. One way of helping them learn new words is to ask them to study the text before the lesson and find out the meaning of any word they are unsure of. A second way of helping them is to choose the words they maybe find difficult and pre-teach them before beginning the reading.

In order to lead in the part Reading, the teacher can first ask the students to discuss whether they have ever considered making friends with animals, plants or even an object and why or why not. The students are supposed to analyze their reasons. The purpose of this activity is to begin to focus the students’ attention on the main topic of the reading passage.

It is very important that the students learn to use all the clues in the text to help them understand the gist of what they are reading. So first encourage them to look at the pictures and the heading and guess what the text might be about. Then ask the class to read the passage silently. Sometimes ask them some questions to focus their reading. Alternately, ask them to tell what the main idea for each paragraph is. Make sure that they do it in one sentence. This is very useful because it is making them analyze what is important and what is not.

While discussing the ideas put forward in the reading passage, the students should be encouraged to put forward their own ideas, either criticizing the text or using it as a support because they should think whether they agree or disagree with the writer. Besides, in order to help the students’ own writing, it is also important to ask them to find out and remember some phrases and sentences.

To consolidate the contents of the reading passage, the students should be required to retell the text. In order to arouse the students’ interest, the teacher can hold a competition between groups.

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

课文朗读

 

Unit 1 Friendship 2 - 紫霞仙客 - 紫霞仙客的博客

Unit 1 Friendship 2 - 紫霞仙客 - 紫霞仙客的博客

Unit 1 Friendship 2 - 紫霞仙客 - 紫霞仙客的博客

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

 

 

Unit 1 Friendship 2 - 紫霞仙客 - 紫霞仙客的博客

 

 

Unit 1 Friendship 2 - 紫霞仙客 - 紫霞仙客的博客

 

 

Unit 1 Friendship 2 - 紫霞仙客 - 紫霞仙客的博客Unit 1 Friendship 2 - 紫霞仙客 - 紫霞仙客的博客Unit 1 Friendship 2 - 紫霞仙客 - 紫霞仙客的博客

 

 

Unit 1 Friendship 2 - 紫霞仙客 - 紫霞仙客的博客

 

 

Unit 1 Friendship 2 - 紫霞仙客 - 紫霞仙客的博客

 

 

Unit 1 Friendship 2 - 紫霞仙客 - 紫霞仙客的博客

 

 

Unit 1 Friendship 2 - 紫霞仙客 - 紫霞仙客的博客

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 4 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 5 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 6 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 7 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. . .

备课资料

1. Some More Background Knowledge about Reading

Anne Frank was born a Jew on June 12, 1929. She was born to Otto and Edith Frank. Both from respected German-Jewish families. She had an older sister by the name of Margot Frank; she was two year’s older than Anne. Anne attended Montessori School. It was a non-Jewish school and Jewish school. Anne and Margot were very smart, and had many friends. The Franks moved from Holland to Amsterdam in 1933 because of Nazi rule.

Mr. Frank owned a business and made partners with a German.

Jews had to register their businesses, and later, surrender them to non-Jewish people. Luckily Mr. Frank put the business under Mr. Frank’s German friend’s name.

After one summer recess Anne and her sister came in and all of a sudden wasn’t allowed to go to a non-Jewish school. Jewish people six years and up had to wear a yellow star. This was known as the beginning of the Holocaust. Many things were going on, such as there was mass arrest of Jews, by 1942.

Mr. and Mrs. Frank were planning to go into hiding. One day on July 5, 1942 the Franks received a call-up notice. Anne thought it was for her father, but it wasn’t. It was for her sister Margot. After the Franks received the notice, they decided to go into hiding. They were going to hide in an attic above Mr. Frank’s office. The Franks went into hiding on June 12, 1942 on Anne’s 13 birthday. The Franks hid in a secret Anex. They invited the Van Dames to live with them in the Anex to get away from the violence. The Franks and the Van Dames lived in a five-room house.

Before Anne went into hiding she was given a diary which she kept the whole two years. Five months after the Franks and Van Dames moved in an eighth person by the name of Dussel moved in. There were many arguments between the eight. The Franks came to find out Peter Van Dame disliked Anne and started hitting on her. The arguments between the families made them grow farther apart.

On August 4, 1944 at 10:00 a. m. the Jews were discovered. All six of the Jews were separated except for the Frank sisters. They were shipped to three different work camps in a year. At work camps people died of being worked to death, or of the cold, they also died of the starvation. The sisters worked at a work camp in Belson Benard for five months. Margot died in January of 1945. Two months later Anne Frank died in March, 1945.

Anne’s farther Otto Frank was the only one of the eight who survived. He was released from a work camp in 1945 and went back to the secrete Anex and counted his business. He later married.

Miep, one of the secretaries, was cleaning the Anex when she found Anne’s diary. She didn’t read it. She gave the diary to Mr. Frank. Two months later, he published it.

Otto Frank died on August 19, 1980 at the age of 91.

Anne Frank was a hero to many, and she was a great writer. She has inspired millions around the world. I would just like to say she’s my hero. Considering she was 13 years old, it’s easy to relate.

2. Further reading

I Saw Anne Frank Die

(Note:It was written by Holocaust Survivor Irma Menkel Courtesy of Newsweek Magazine, July 21, 1997. This story was not written by anyone who runs or operates Sun Strike.

I turned 100 years old in April and had a beautiful birthday party surrounded by my grandchildren, great-grand children and other family members. I even danced a little. Willard Scott mentioned my name on television. But such a time is also for reflection. I decided to overcome my long reluctance to revisit terrible times. Older people must tell their stories. With the help of Jonathan Alter of NEWSWEEK, here’s a bit of mine:

I was born in Germany in 1897, got married and had two children in the 1920’s. Then Hitler came to power, and like many other Jews, we fled to Holland. As the Nazi’s closed in, we sent one daughter abroad with relatives and the other into hiding with my sister and her children in the Hague. My husband and I could not hide so easily, and in 1941 we were sent first to Westerbork, a transit camp where we stayed almost a year, and later to Bergen-Belsen, a work and transit camp, from where thousands of innocent people were sent to extermination camps. There were no ovens at Bergen-Belsen; instead the Nazi’s killed us with starvation and disease. My husband and brother died there. I stayed for about three years before it was liberated in the spring of 1945. When I went in, I weighed more than 125 pounds. When I left, I weighed 78.

After I arrived at the Bergen-Belsen barracks, I was told I was to be the barracks leader. I said, “I’m not strong enough to be barracks leader. ” They said that would be disobeying a command. I was terrified of this order, but had no choice. It turned out that the Nazi commandant of the camp was from my home town in Germany and had studied with my uncle in Strasbourg. This coincidence probably helped save my life. He asked to talk to me privately and wanted to know what I had heard of my uncle. I said I wanted to leave Bergen-Belsen, maybe go to Palestine. The commandant said, “If I could help you, I would, but I would lose my head. ” About once every three weeks, he would ask to see me. I was always afraid. It was very dangerous. Jews were often shot over nothing. After the war, I heard he had committed suicide.

There were about 500 women and girls in my barracks. Conditions were extremely crowed and unsanitary. No heat at all. Every morning, I had to get up at 5 and wake the rest. At 6 a. m. , we went to roll call. Often we had to wait there for hours, no matter the weather. Most of the day, we worked as slave labor in the factory, making bullets for German soldiers. When we left Holland, I had taken only two changes of clothes, one toothbrush, no books or other possessions. Later I had a few more clothes, including a warm jacket, which came from someone who died. Men and women lined up for hours to wash their clothes in the few sinks. There were no showers in our barracks. And no bedding. The day was spent working and waiting. At 10 p. m. , lights out. At midnight, the inspection came—three or four soldiers. I had to say everything was in good condition, when, in fact, the conditions were beyond miserable. Then up again at 5 a. m.

One of the children in my barracks toward the end of the war was Anne Frank, whose diary became famous after her death. I didn’t know her family before hand, and I don’t recall much about her, but I do remember she was a quiet child. When I heard later that she was 15 when she was in the camps, I was surprised. She seemed younger to me. Pen and paper were hard to find, but I have a memory of her writing a bit. Typhus was a terrible problem, especially for the children. Of 500 in my barracks, maybe 100 got it, and most of them died. Many others starved to death. When Anne Frank got sick with typhus, I remember telling her she could stay in the barracks—she didn’t have to go to roll call.

There was so little to eat. In my early days there, we were each given one roll of bread for eight days, and we tore it up, piece by piece. One cup of black coffee a day and one cup of soup. And water. That was all. Later there was even less. When I asked the commandant for a little bit of gruel for the children’s diet, he would sometimes give me some extra cereal. Anne Frank was among those who asked for cereal, but how could I find cereal for her? It was only for the little children, and only a little bit. The children died anyway. A couple of the trained nurses were among the inmates, and they reported to me. In the evening, we tried to help the sickest. In the morning, it was part of my job to tell the soldiers how many had died the night before. Then they would throw the bodies on the fire.

I have a dim memory of Anne Frank speaking about her father. She was a nice, fine person. She would say to me, “Irma, I am very sick. ” I said, “No, you are not sick. ” She wanted to be reassured that she wasn’t. When she slipped into a coma, I took her in my arms. She didn’t know that she was dying. She didn’t know that she was so sick. You never know. At Bergen-Belsen, you did not have feelings anymore. You became paralyzed. In all the years since, I almost never talked about Bergen-Belsen. I couldn’t. It was too much.

When the war was over, we went in a cattle truck to a place where we stole everything out of a house. I stole a pig, and we had a butcher who slaughtered it. Eating this—when we had eaten so little before—was bad for us. It made many even sicker. But you can’t imagine how hungry we were. At the end, we had absolutely nothing to eat. I asked an American soldier holding a piece of bread if I could have a bite. He gave me the whole bread. That was really something for me.

When I got back to Holland, no one knew anything. I finally found a priest who had the address where my sister and daughter were. I didn’t know if they were living or not. They were. They had been hidden by a man who worked for my brother. That was luck. I found them and I began crying. I was so thin at first that they didn’t recognize me.

There are so many stories like mine, locked inside people for decades. Even my family heard only a little of this one until recently. Whatever stories you have in your family, tell them. It helps.

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