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1、ShilongShilong Senior Senior HighHighWarmingupResults4-7points: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 yo
2、ur 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!Auld Lang SyneShould auld acquaintance be forgotand never brought to mindShould acquaintance be forgotand days
3、 of auld lang syneFor auld lang syne, my dearfor auld lang synewell take a cup of kindness yetfor auld lang syneAnd heres a hand, my trusty friendAnd give us a hand othinewell take a cup of kindness yetFor auld lang syne友谊地久天长友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友谊地久天长友谊万岁朋友友谊万岁举杯痛饮同声歌颂友谊地久天长我们曾经终日游荡在故乡的青山上我
4、们也曾历尽苦辛到处奔波流浪友谊万岁朋友友谊万岁举杯痛饮同声歌颂友谊地久天长我们也匆匆日逍遥荡桨在微波上当如今已经劳燕分飞远隔大海重洋友谊万岁万岁朋友友谊万岁举杯痛饮同声歌颂友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友谊地久天长友谊万岁万岁朋友友谊万岁举杯痛饮同声歌颂友谊地久天长友谊万岁万岁朋友友谊万岁举杯痛饮同声歌颂友谊地久天长友谊万岁万岁朋友友谊万岁举杯痛饮同声歌颂友谊地久天长Anne Frank安妮安妮弗兰克，德国犹太少女，弗兰克，德国犹太少女，1929年年6月月12日出生于德日出生于德国法兰克福市，父亲奥图国法兰克福市，父亲奥图法兰克（法兰克（OttoFrank），家中），
5、家中还有母亲艾迪斯（还有母亲艾迪斯（EddithFrank）和姐姐玛格（）和姐姐玛格（MargotFrank）。）。1945年年3月死于贝尔根月死于贝尔根-贝尔森集中营贝尔森集中营（Bergen-Belsenconcentrationcamp），她的），她的安妮安妮日记日记成为第二次大战期间纳粹消灭犹太人的最佳见证，成为第二次大战期间纳粹消灭犹太人的最佳见证，日记中展现了惊人的勇气与毅力。日记中展现了惊人的勇气与毅力。写作背景二十世纪四十年代纳粹德国统治欧洲大部分地区，德国纳粹政策之一是对犹太人残酷迫害，包括杀害、送到集中营强迫劳动、驱逐出欧洲等。安妮处于恶劣的生活环境下，渴望友谊、渴望朋友、
6、渴望大自然、渴望自由。直接引语和间接引语直接引语间接引语一般现在时一般过去时现在进行时过去进行时一般将来时过去将来时一般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变化时态变化一些常用词的变化一些常用词的变化直接引语间接引语指示代词thisthatthesethose时间状语nowthentodaythat daytomorrowthe next dayyesterdaythe day beforenext week/monththen next week/monthlast week/monththe week/month .beforethree
7、 days agothree days.beforethis week/monththat week/month一、编者意图一、编者意图二、教材重组二、教材重组三、教学安排设计三、教学安排设计四、教学案例四、教学案例五、反思五、反思friendshipWarmingupMakenewfriendsandkeeptheold;oneissilverandtheotherisgold.ReadingWorkbook以话题为中心呈现听说读写的材料和学习任务以话题为中心呈现听说读写的材料和学习任务(contentbased;taskbased)friendship问卷问卷日记日记求助信求助信表态表态给
8、建议给建议+练习册练习册二、教材重组二、教材重组1、教材使用教材使用建议建议（1）对教材内容进行适当的补充和删减）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）替换教学内容和活动（3）扩展教学内容或活动步骤）扩展教学内容或活动步骤（4）调整教学顺序）调整教学顺序（5）调整教学方法）调整教学方法 -英语课程标准英语课程标准P613、重组原则、重组原则1）话题话题一致原则一致原则2）功能功能一致原则一致原则3）目标目标一致原则一致原则2、指导思想、指导思想moreinputmoreoutput三、教学安排设计三、教学安排设计课时课型型内内容容1IntensivereadingWarmin
9、gUp,Pre-reading,Reading,Comprehending2ExtensivereadingReadingTask(WB);AdditionalreadingChucksfriend3Vocabulary&structureLearningaboutlanguageP4Usingwords&expressions;Usingstructures(WB)P424Reading,Listening&SpeakingApoemP7;UsinglanguageP6;Listening&TalkingP415WritingReadingandWritingP76AssessmentLan
10、guagePractice;Summingup(P8);Learningtip(P8);Checkingyourself(P47)任务设计任务设计目标任务目标任务任务任务1任务任务6任务任务5任务任务2任务任务3任务任务4目标任务目标任务FinaltaskProjectDesignfriendshipcards WritingaletterofadviceAnEnglishpartyonfriendshipAnEnglishpaperonfriendship四、教学案例四、教学案例Period5Reading&writing【Learningstrategies】Scaffolding;coo
11、perativelearning;learningwhileusing;experientiallearning【Goal】Outputinlanguage,mainlyinwriting【Theory】Hayes和和Flower的过程写作法的过程写作法（processfocusedapproachwriting）；）；皮亚杰皮亚杰(Piaget)的社会建构主义理论的社会建构主义理论(ConstructivismTheory)；英语课程标准英语课程标准对写作的要求对写作的要求【Teachingaid】Multimedia（acomputer;aprojector）【Learningaims】1
12、.Tolearntowritealetterofadvice2.Tomasterthestepsofwriting3.Totraintheskillsofdiscoveringandcorrectingmistakes4.Tolearntocarryonself-assessmentandpeer-assessment5.Todevelopthesenseofprocessfocusedwriting【Writingprocess】写作前奏（写作前奏（Pre-writing）阅读范文，针对主题阅读范文，针对主题展开讨论，范文分析展开讨论，范文分析写作进行曲（写作进行曲（While-writin
13、g）起草提纲起草提纲,模仿写模仿写作，应用词汇，完成初稿作，应用词汇，完成初稿写作续曲（写作续曲（Post-writing）自评，互评，考虑同自评，互评，考虑同学的评价和意见，修改学的评价和意见，修改全班共评一、二篇习作全班共评一、二篇习作教师指导教师指导第二稿第二稿认真抄写认真抄写教师评价教师评价指出优点和不足指出优点和不足成品（成品（publishing）完成第三稿，设计版面完成第三稿，设计版面【Teachingprocedures】Step1:Pre-writing1.EnjoyapoemA Forever Friend 1)Readthepoemaloudexpressively.En
14、joytherhymingwords.2)Haveadiscussionwithyourpartneraboutyourunderstandingoffriends/friendship.3)Pickoutthelinesyouenjoybest.2.Whatbeautifullineshaveyoulearnedaboutfriendsorfriendshipinthisunit?3.ReadthelettertotheeditorfromXiaodong:Dear editor, Im glad to tell you that I have been admitted into No.1
15、 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 won
16、der 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 Xiaodong1)WhatproblemdoesXiaodonghave?Doyouagreewithwhathisfathersays?Discussingrou
17、psoffour.CollectyouradvicetoXiaodongandyourattitude.Usefulexpressions:Inmyopinion,youshouldMyadviceisIthink/believeImafraidthatIadviseyoutoIdontthinkDontworryIagree/Idontagree.Ithinkso./Idontthinkso. 2)DiscussthebasicstructureofthelettertoXiaodongfromyou,theeditor,ingroupsoffour.Para.1:ResponseStruc
18、turePara.2-3:ProblemsolvingPara.4:ClosingPara.2-3:ProblemsolvingPersonalattitudeUnderstandingoffriendshipAdviceonmakingfriendsStep2While-writing(Individualwork)Writingtips:1st.Organizeyourideasandsettheparagraphs.2nd.Usesomebeautifulexpressionsandproverbsyouhavelearned.3rd.Useproperlinkingwordslikea
19、nd, so, however, besides etc.tomakeyourlettercoherent.4th.Readaloudtheletterandmakesomeimprovement.5th.Trytofinishtheletterin1215minutes.评价内容评价内容自评自评互评互评主题主题是否突出提建议和表达态度；书信是否突出提建议和表达态度；书信格式是否正确格式是否正确词汇词汇所用词汇是否地道、恰当所用词汇是否地道、恰当是否运用课文是否运用课文/范文等中的优美词范文等中的优美词/句句单词拼写错误多单词拼写错误多/少少语法语法主体时态是否用一般现在时主体时态是否用一般现
20、在时句子结构是否正确、优美句子结构是否正确、优美行文行文是否流畅是否流畅亮点亮点 是否有创意之处是否有创意之处Step3Post-writing1.Self-assessment2.Peerassessment:1)Shareyourletterwithyourpartnerandtrytogivesomesuggestionstoeachotheraccordingtotheassessingstandard.2)Makeanimprovementaccordingtothecommentsfromyourpartner.3.Classassessmentwiththehelpofthepr
21、ojectorHomeworkHomework1.Furtherimproveyour letter 2.accordingtotheassessingstandard .2. Makethefinalcopyoftheletterwithbeautifulandcleanhandwriting.Designthepagetomakeitunique. Assessment Content Does the article have a clear structure?Does your article include attitude, advice and understanding of
22、 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
23、sentence patterns? 五、反思五、反思、写作过程、写作过程从高一开始，我们就应该让学生懂得写一篇从高一开始，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、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学生接触一个全新的写作方式在一种轻在一种
24、轻松、亲切的环境下体验写作，通过积极合作、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。集思广益、相互切磋等途径来学习。2、多元评价、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，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。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抓起，不能等到高考前再进行突击性的强化。
