资源简介

(共17张PPT)
Unit 2 Getting along
Reading for writing
In this class, you will:
learn about the story “Six chi away, but closer together”.
talk about what you have learnt from the story.
read and learn about the poem.
write a short story about understanding between people.









Lead-in
What can you see in the picture
narrow
lane
I can see two men and a narrow lane.
What do you think is their relationship
A. Friends. B. Neighbours. C. Strangers.
What are they doing
They are bowing to each other.
What is the story between them
Say
hello
Look at the picture and answer the questions. Use the words and expressions to help you.
1
P28
reach agreement
argue over
dividing line
neighbour
give up
kindness
达成协议
就……争论
分界线
What do you think the story is about
I think the story is about two ______________. They ____________ the ________________at first. Then one shows ____________ and decides to _________ (some place). Finally, they _________________.
Pre-reading
neighbours
argue over
dividing line
kindness
give up
reach agreement
Read the story and find out what really happened.
While-reading
Read and choose.
1. What type of writing is the passage
A. A news report.
B. A science article.
C. A historical story.
2. Choose the main idea for each part.
Introduction
The solution
The problem
The influence
Read Para.1 and finish the tasks.
While-reading
Name
Width (宽度)
Liuchixiang (Six-chi Lane)
Introduction
1 Where is Liuchixiang in the story
It’s in Tongcheng, Anhui.
2 What’s special about it
It is perhaps the most famous narrow
lane in China.
About two meters wide/ six chi
Why is it the most famous one
Read Para.2 and finish the tasks.
Time
Characters
In the Qing Dynasty
The Zhangs and the Wus
3 What did the two families argue about
They argued over the dividing line between their houses.
4 Who did the Zhang family ask for advice
Their relative, Zhang Ying.
The problem
What did the Zhang family get from Zhang Ying
What was the poem about
What does this pome mean
A letter from far away just for a wall
Is not right or good at all.
Three chi to your neighbour as a gift
Is nothing as time continues to drift.
A letter from far away just for a wall
Is not right or good at all.
Three chi to your neighbour as a gift
Is nothing as time continues to drift.
1 How do you understand “as a gift” and “as time continues to drift” in the poem
“As a gift” means “to give away freely”, not to sell. “As time continues to drift” means “as time passes” or “over a long time”.
P30
2 What rhymes can you find in the poem
3 What’s the effect of these rhymes
These rhymes make the poem sound pleasing and easy to remember.
2 Why does the writer use the poem in this story
The rhymes are “wall” and “all” , and “gift” “drift”.
The writer uses the poem to show the lesson in an impressive way. The poem feels special and wise, so the lesson feels bigger and deeper.
Sound pleasing
Easy to remember
5 What suggestion did the Zhang family receive
6. What did the Zhang family do then
7. How did the Wu family behave
Read Para.3 and finish the tasks.
The solution
Change
At first, the Zhang family was angry.
After reading the poem, the Zhang family felt ____________.
ashamed
Three chi to your neighbour as a gift is nothing as time continues to drift.
They stepped back three chi for their neighbour.
They gave up another three chi.
8 What do the people of Tongcheng remember as they walk down the lane
They remember how kindness encourages more kindness.
The influence
Read Para.4 and finish the tasks.
3 What have you learn from the story
I have learnt that kindness leads to more kindness. When you give a little (like three chi) to others, others might give, too.
____________________ have passed since then, and ____________ is still there. The people of Tongcheng still keep the poem_____________.
in mind
the lane
Hundreds of years
They show kindness to each other.
Why do they bow to each other
Step back three chi.
Have a closer relationship.
It means that the neighbours have a ___________ relationship when they _____________________________.
closer
step back for each other
1 What do you think the title means
Six chi away, but closer together这个标题中，six chi away对应物理空间上的分离，closer together则指向情感上的亲近。这种巧妙的矛盾修辞既保证了标题结构有一定的平衡感，又揭示了人际关系中“与邻为善”“和为贵”的处世智慧。
Post-reading
近六尺，近人心
Write a short story about understanding between people.
Write about your story with the help of the chart.
P31
5
Organise your ideas by answering the following questions.
When did
the story happen
1
Where did
the story happen
2
Who were in the story
3
What problem did they face
4
How did they solve the problem
5
What does the story teach us about relationships
6
The story started back on…
The story started back in…
a local family/
relative
… argue over… They couldn’t reach agreement. … was angry.
…wrote a letter to... and asked for advice. … felt ashamed. They stepped back… This act deeply moved … In return, they gave up …
We keep … in mind. We remember how kindness
encourages more kindness.
When/ Where did the story happen Who were in the story
____________(上周), Tom and Jerry ________________ (争吵) a desk _________________ (在教室里).
What problem did they face
They ____________________(都想要更多的空间) on it. Tom put his books on Jerry’s side. Jerry was very ___________(生气). They couldn’t __________________(达成一致).
Last week
argued over
in the classroom
wanted more space
angry
reach agreement
How did they solve the problem
Jerry ____________________________(向他母亲寻求建议). She told Jerry, “It’s not right to ________________________(因为一点小事争论). Three chi to your neighbour as a gift.” Jerry ______________(感到羞愧). The next day, he ________________(后退一步). _____________ (作为回报), Tom did the same. Now they ________(分享) the desk happily.
argue over a small thing
felt ashamed
stepped back
What does the story teach us about relationship
They both ________________________(把教训记在心里). They remember that ___________________________________________(善良带来更多的善良).
asked his mother for advice
In return
shared
keep the lesson in mind
kindness encourages more kindness.
Check.
Did you:
□ include characters, a setting and events
□ use the words and expressions from the reading
passage
□ give your opinion about the importance of
understanding others
Share your story with the class.
Must do:
Write a passage about your story on understanding others.
Choose to do:
Retell the story with the help of Activity 3 on Page 30.
HomeworkUnit 2 Getting along
第五课时Developing ideas (阅读)
1.课时教学目标
通过本课时学习，学生能够：
（1）理解课文内容，明白相互体谅、礼让三分在人际关系中的作用；
（2）分享自己对建立良好人际关系的看法。
2.核心词汇
narrow, lane, common, nothing special, argue over, dividing line, reach agreement, relative, ask for advice, reply, poem, neighbour, ashamed, step back, act, in return, pass, keep… in mind, kindness, encourage等。
3.教学过程
教学目标 学习活动 效果评价
Lead-in 学生看观察图片，回答问题：What can you see in the picture What do you think is their relationship What are they doing Why do they bow to each other Pre-reading 学生根据教材给出的词汇、图片和课文标题，对课文内容进行预测，回答问题：What do you think the story is about 根据学生的回答情况，评价其能否初步理解本课时的核心词汇，预测课文内容，并主动分享自己的看法。
理解课文内容，明白相互体谅、礼让三分在人际关系中的作用。 While-reading 1.学生快速阅读课文，验证自己的猜测，并回答问题：What type of writing is the passage 。 2. 学生匹配每段的主旨大意。 3.学生分段阅读，先读第一段，完成表格并回答问题。 NameWidth
问题：Where is Liuchixiang in the story What’s special about it 4.学生分段阅读，先读第二段，完成表格并回答问题。 TimeCharacters
问题：What did the two families argue about Who did the Zhang family ask for advice 思考：What did the Zhang family get from Zhang Ying 5.学生这首诗，回答问题：What does this poem mean How do you understand “as a gift” and “as time continues to drift” in the poem What rhymes can you find in the poem What’s the effect of these rhymes 思考并回答Think and share的问题2：Why does the writer use the poem in this story 6. 学生分段阅读，先读第三段，完成表格并回答问题。 Change
问题：What suggestion did the Zhang family receive What did the Zhang family do then How did the Wu family behave 7. 学生分段阅读，先读第三段，填空并回答问题。 ______________ have passed since then, and ____________ is still there. The people of Tongcheng still keep the poem_____________. 问题： What do the people of Tongcheng remember as they walk down the lane 思考并回答Think and share的问题：What have you learnt from the story Post-reading 学生关注Think and share的问题1，思考并回答问题：What do you think the title means 根据学生的回答情况，评价其能否理解课文的结构及核心信息。 根据学生的回答情况，评价其能否正确理解标题的含义及诗歌的作用。
分享自己对建立良好人际关系的看法。 Writing 根据活动5的信息和问题链，写一篇关于理解他人的文章并在班上分享。 根据学生的回答情况，评价其能否理解本部分子话题。
作业内容： Must do: 1. Retell the story. 2. Share your ideas about understanding others. Choose to do: Retell the story with the help of Activity 3 on Page 30.

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