最新教学目的和要求.doc

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 herlands German series outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation municate 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
(Attitudes)
    Are you afraid that ...?
    I've grown so crazy about ....
    I didn't dare ....
(Agreement & disagreement)
I think .
I don't don't think 'm afraid not.
(Certainty)
That's course not.
语
法
直接引语和间接引语(I):陈述句和疑问句

“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.

He asked, “Are you leaving tonight?”
→ He asked us whether we were leaving that night.

“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,一方面可以作为自己的朋友表