您正在看的高中一年级是:unit 1 and unit 2。

　　Unit 1 Friendship

　　教学目的和要求

　　(Teaching aims and demands)

　　类别 课程标准要求掌握的项目

　　话

　　题 Friends and friendship; interpersonal relationships

　　词

　　汇 add point upset ignore calm concern loose cheat reason list share feeling Netherlands German series outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit

　　add up calm down have got to be concerned about walk the dog go through hide away

　　set down a series of on purpose in order to face to face according to get along with

　　fall in love join in

　　功

　　能 1.态度(Attitudes)

　　Are you afraid that ...?

　　I\'ve grown so crazy about ....

　　I didn\'t dare ....

　　2.同意和不同意(Agreement & disagreement)

　　I agree.I think so.Exactly.

　　I don\'t agree.I don\'t think so.I\'m afraid not.

　　3.肯定程度(Certainty)

　　That\'s correct.Of course not.

　　语

　　法 直接引语和间接引语(I)：陈述句和疑问句

　　1.陈述句

　　“I don\'t want to set down a series of facts in a diary,” said Anne.

　　→ Anne said that she didn\'t want to set down a series of facts in a diary.

　　2.一般疑问句

　　He asked, “Are you leaving tonight?”

　　→ He asked us whether we were leaving that night.

　　3.特殊疑问句

　　“When did you go to bed last night?” Father said to Anne.

　　→ Father asked Anne when she went to bed the night before.

　　教学建议

　　(Suggested teaching notes)

　　一、教学内容分析

　　本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。

　　“热身”(Warming Up)部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法。

　　“读前”(Pre-reading)部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友。

　　“阅读”(Reading)部分 ANNE\'S BEST FRieND以日记形式讲述了犹太女孩儿安妮的故事。二战中为躲避纳粹的迫害，她和家人不得不藏身于荷兰阿姆斯特丹的一个小阁楼里，不能与外界接触，周围又没有可以推心置腹、与之深谈的朋友。孤独之中她将日记作为朋友倾诉衷肠，在写日记的过程中寻求解决问题的办法。

　　“理解”(Comprehending)部分通过连句、多项选择和问答题的形式帮助学生对课文内容、细节进行更深入的理解。

　　“语言学习”(Learning about Language)部分教学本课重点词汇和重点语法项目。

　　“语言运用”(Using Language)部分的读两封信、听一段话、设计调查问卷、写信以及趣味写作，给学生提供了广阔空间去探讨友谊、友情，尤其是涉及到现实生活中被朋友误解、曲解，没有朋友的孤独寂寞等问题，既锻炼了学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。

　　“小结”(Summing Up)部分引导学生从本单元的话题、词汇和语法等方面对所学内容进行总结 (参考教学目的和要求栏目)。

　　“学习建议”(Learning Tip)部分鼓励学生养成写日记的习惯。这样，一方面可以习得语言，另一方面还可以将日记作为自己的朋友表达感情与思想。

　　本单元所涉及的要点是：

　　(一)朋友是不是仅限于人类，朋友的真正含义，以及如何与人相处的问题。

　　(二)陈述句和疑问句的直接引语和间接引语。

　　(三)对于个人观点、态度的一些表达方法。

　　(四)本单元所出现词汇的用法。

　　二、教学方法建议

　　(一)关于友谊与朋友的讨论　一般人认为只有与人交朋友才算真正交朋友，本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才可以交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题。例如：

　　1.描述朋友

　　示例：The teacher can ask students to describe one of their friends — their appearance, personality, hobbies, etc.

　　Sample description: I have a few good friends, but I think Miki is my best friend.We both read a lot and we\'re very interested in films.We spend a lot of time watching videos and talking about films and books.She works hard.She is very helpful.Whenever I am in trouble, she will help me out ....

　　2.结交网友

　　Sample questions: Have you made any friends over the Internet? / Do you have any epals? Do you think it\'s a good idea? / Do you agree that we should make friends over the Internet? Give your reasons.

　　Sample answers with reasons: Yes, I think so. / No, I don\'t think so.I agree ... because we can meet all kinds of people over the Internet. / I don\'t agree ... because you never know what kind of people you may meet over the Internet.

　　3.观点交流

　　示例：We all agree that to have a good friend, you need to be a good friend.

　　The teacher can write the statement on the blackboard and ask the students to have a group discussion.Ask them,”What do you think of this statement and how can you be a good friend?”

　　Students may have the following ideas and say,”That\'s right.(I agree.)If you want others to be kind to you, you should first be kind to them ....”OR“I don\'t think it is right.(I don\'t agree.)Sometimes if you are too kind to others, they may take advantage of you.

　　4.善交朋友

　　示例：The teacher may ask students to work in pairs or groups and list some qualities of a person they would like as a friend.

　　Students may list: honest, friendly, open-minded, generous, helpful, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfless, tolerant, intelligent ...

　　5.不善交朋友

　　示例：The teacher can then ask the students to list some qualities of a person who would not make a good friend.

　　Students may list: selfish, tricky, dishonest, bad-tempered, mean, impatient, narrow-minded, noisy, lazy, gossipy ...

　　6.朋友的重要性

　　示例：The teacher can ask the students to work in pairs and discuss with each other,”What is / are the most important quality / qualities that a friend needs to have?”

　　Students may have a dialogue like this:

　　S1: I think what is important for me is that a friend is always around when I need him / her.If I feel sad or upset, he / she will comfort me.He / She won\'t leave me alone when I\'m in trouble.He / She will help me.

　　S2: I agree, but I think a real friend should also tell you the truth.He / She should tell you what she really thinks about things.

　　S1: That\'s right.He / She should also be able to share with me what he / she has.For example, when I need some books or something like that, he / she lends them to me.

　　以上活动仅供参考。教师在可能情况下还可以让学生用间接引语转述其他学生说的话。

　　例如：1.S1: I don\'t agree with you.

　　S2: Wang Ping said he didn\'t agree with you.

　　2.S1: Is money very important between friends?

　　S2: Li Kai asked if (whether)money was very important between friends.

　　(二)口语训练　开展本单元“语言运用”中的 Speaking 这项活动时，教师可根据实际情况组织学生按要求进行小组讨论。下面提供的例子，仅供参考。

　　A: Now let us design a questionnaire to find out what kind of friend one is.

　　B: OK.First we must think of four questions and three possible answers to each question.

　　A: What about the first question? Have you got one in mind?

　　B: Suppose your friend has taken away your book by mistake.What would you do or say to him / her?

　　A: That\'s a good question.Let me put it down.“Your friend has ....”

　　B: Then how about the three possible answers?

　　A: Well, the answer I think shoule be“You will ask your friend to be more careful next time.”

　　B: I agree.The worst choice would be”You will get upset and won\'t talk to him / her any more.”

　　A: All right.One more choice.Listen, I\'ve got one.“You will ask your friend to return it to you.”

　　B: That\'s quite natural.How many points shall we give each choice?

　　A: The total score is two.The best should score two and the worst zero.

　　B: The third will score one.Shall we go on to the next question?

　　...

　　(三)阅读训练　阅读课文摘自《安妮日记》，讲述了安妮把日记作为朋友倾诉自己内心感受的一段故事。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。教师应该让学生了解这段德国法西斯残害犹太人的历史，使学生在感受外国历史文化的同时自然而然地习得语言。只有了解当时的历史背景，才能理解她当时的心境和为什么将日记视为自己的朋友，才能深刻理解安妮日记的内涵。在此基础上，教师可引导学生对该文章进行全面整体理解，也可以给学生设置情景，引发他们的思考。例如：“如果你是安妮，你会怎么做?”“如果你三天不许出门，呆在一个小阁楼上，你会做什么?” 这样可以使学生通过体验学习，感悟语境、实践语言，以达到强化学生语言意识，积累语言经验的目的。

　　在此基础上请学生做“理解” (Comprehending)练习，效果会更好。在进行了较全面、深入的探究之后，学生已经将课文里的大部分内容融会贯通，消化理解。这阶段要尽量挖掘学生的学习潜能。让学生做学习的主人，学会自己解决问题。在交互学习、合作学习中，解决他们在理解课文的过程中产生的问题。通过讨论，发现和猜测文中生词、短语的意思。一些词、短语、难句、语法问题可以通过讨论得到解决。剩余的难点或学生讨论时忽略的重点，教师要及时补充。教师不要急于讲解课文、单词、短语、难句、语法等，要注意给学生提供充分的思维时间和空间，使学生的学习潜能得以最大限度的挖掘。

　　(四)词汇教学　本单元的一些单词和短语要针对学生的不同需要、不同层次、不同情况给予不同的指导和训练。教师可适当培养学生根据语篇、语境猜词的能力。比如：I don\'t want to set down a series of facts in a diary as most people do, but ... 先问学生他们一般写日记写什么，多数情况下如何写?学生会提出许多种日记的写法，其中可能有“流水账”写法。学生自然会猜到set down a series of facts应该是“记流水账”的意思。再如cheat一词的学习，引导学生读原句 You are taking your end-of-term exam.Your friend, who doesn\'t work hard, asks you to help him / her cheat in the exam by looking at your paper.让学生考虑不用功的学生在考试中请别人“帮忙”，看别人的试卷是什么行为，那一定是“欺骗、作弊”。所以，使用新教材教学生单词，一定要改变过去那种教师照字典讲讲讲，学生在课堂上记记记的做法。因为语言学习不只是传授性的，而且具有体验实践性，要引导学生自学、自做、自助、自悟，即指导学生形成自主学习意识，掌握合适的学习策略;激发学生的学习热情，让学生学会自己动手，收集信息、处理信息，用所学语言去实践。通过自学、自做解决问题，同时帮助其他同学解决问题，使学生在运用语言的过程中感悟体验所学语言的规律，培养语言意识，积累语言经验，形成语言感觉，达到语言运用的目的。

　　教师要根据学生的实际情况和需要进行讲解和操练。切忌面面俱到，照搬照抄。

　　(五)写的训练　本单元写作训练的设计十分有利于“任务型”教学。如：一位学生写给编辑的信，谈了自己没有朋友的烦恼，请编辑帮忙。这一训练要求学生以编辑的身份给这位学生写一封回信，并给出了一些写作指导和建议。我们可以看到，这个任务的设置既有真实语境支持，又有双向和交互特征。教师可以鼓励学生使用交际策略先用口语交谈，再写成文章。此处教师可根据学生情况安排一个任务。

　　例如：The teacher can ask students to work in pairs,”Imagine you are the student Xiaodong and your partner is the editor.Now you have a chance to talk to the‘editor\'instead of writing to him.Make a dialogue with your partner.”

　　(六)语法教学　本单元的主要语法项目是陈述句、一般疑问句和特殊疑问句的直接引语和间接引语。学生用书和练习册中已有比较充分的练习。教师在教学中注意提醒学生不要死记硬背直接引语转换为间接引语的一些简单规则，而是要启发学生从实际出发，灵活掌握、运用规律。

　　例如：My friend says,”I will come here tomorrow.”如果用间接引语表示，有许多不同的表达方式。

　　如果此时此地，你来转述，应该说：

　　My friend says she(he) will come here tomorrow.

　　如果时间变了，地点不变，你来转述，应该说:

　　My friend said she (he)would come here the next day.

　　如果地点变了，时间还是今天，你来转述，应该说：

　　My friend said she (he)will go there tomorrow.

　　如果时间地点都变了，你来转述，应该说：

　　My friend said she (he)would go there the next day.

　　如果由别人转述，时间地点都变了，应该说：

　　He (She)said he (she)would go there the next day.

　　由此可以看出，使用直接引语和间接引语要注意具体语境。

　　三、自我评价建议

　　(一)非测试性评价

　　学生学完本单元后，通过练习册中的Checking yourself 进行自我评价，主要评价一下自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题，学习策略有什么改进，还有什么地方需要加强。同时，使学生加深对友谊、友情、朋友的理解，以及如何正确交友处友，对待友谊友情，处理朋友间发生的问题等。

　　下面的两项补充评价活动供教师在教学中参考使用。

　　自我评价 (1)最好用于期末：

　　Level — Senior 1 or 2

　　Time — 15-20 minutes

　　Materials — One copy of the questionnaire for each student

　　Questionnaire

　　WHAT LEARNING ACTIVITieS WERE MOST USEFUL TO YOU?

　　Number the following activities according to how much they helped you to learn English.(1 = most useful to you, 2 = useful to you, 3 = not useful to you)

　　Learning vocabulary lists by heart

　　Doing grammar exercises

　　Translating

　　Listening to people talking

　　Listening to tapes and answering questions

　　Listening to the radio or watching TV

　　Writing compositions or letters

　　Practising speaking with other people

　　Going to the language lab

　　Reading books or stories for pleasure □

　　□