Friendship--Period2 Pre-reading and Reading修改版
Unit2Period2ReadingandThinking(教师版)
Unit 2 Reading and ThinkingLearning Objectives 1 To obtain key information on Lin Qiaozhi’s life, infer the main principle guiding Lin Qiaozhi through the choices in her life, conclude Lin Qiaozhi’s personalities, and then talk about your understanding on choices in life2 To use the words and phrases from the passage correctlyLearning activities目标一：To obtain key information on Lin Qiaozhi’s life, infer the main principle guiding Lin Qiaozhi through the choices in her life, conclude Lin Qiaozhi’s personalities, and then talk about your understanding on choices in lifeActivity 1: Look at the title and the pictures, predict what the passage is about.MOTHER OF TEN THOUSAND BABIESFrom the title and the pictures, we can know that the passage might be about___________________________.Answer:a female doctor who delivered a lot of babies.Activity 2: Read the passage quickly and answer the questions.1 What kind of text is it?2 How are the events in the passage arranged?Answers:1 It’s a brief biography of Lin Qiaozhi.2 The events are arranged in the order of time./The events are arranged in chronological order.Activity 3: Please read the passage again and draw a timeline about Lin Qiaozhi’s life.Time Important eventsIn 1901She was born.In 1906Her mother died.At age 18She decided to study medicine.At age 26She graduated from Peking Union Medical College and was hired as a resident physician in【学习目标】【学习过程】。
Unit 1 Period 2 Reading and Thinking课件
reflection n.
The sun reflected off the snow-covered mountains.
New words
• an important event • a time when something happens
1. What do most festivals seem to have in common? Why do you think people around the world find these things important?
2. How do you feel about festival customs that have already faded away?
with businesses taking advantage of the celebrations. Paragraph 5: Festivals are an important part of society.
Discussion
Discussion
➢ In pairs, discuss the following questions.
New words
It would be very nice if we had a
true figure of how many people in
this country haven't got a job.
• number • a person in a drawing or a painting • the shape of body
Period 2Reading and Thinking(二)
Period2R eadingandThinking学案设计(二)学习目标1.Tofigureoutthemainstructureofthepassagebyanalysingthetopicofeachpart.2.Tojudgethewritingpurposeandintendedreaders.3.Toexpressyourownideasonthegiventopicsthroughcreativethinking.课堂探究PartⅠD iscourseAnalysisTask1Topic/ThemeAnalysis1.Whatcanyouguessfromthetitle?2.Whatkindoftextisit?3.Howaretheeventsarranged?Para.1:1.Whatisthefunctionofthefirstparagraph?2.Whatisthetopicofthisparagraph?Para.2:1.WhathardchoicewasDrLinfacedwithwhenshewasyoung?2.Whatisthemainideaofthisparagraph?Para.3:1.WhatdidDrLinchoosetodowhenshewasinvitedtostayintheUS?2.Whatisthemainideaofthisparagraph?Para.4:1.WhatdidDrLindotohelpthepoorduringthewar?2.Whatisthemainideaofthisparagraph?Para.5:1.WhatweremoreimportantforDrLinthanholdingimportantpositions?2.Whatisthemainideaofthisparagraph?Para.6:1.WhywasDrLincalled“Motheroftenthousandbabies?2.WhatdidDrLindowhenshedied?3.Whatisthemainideaofthisparagraph?Task2Thread/TransitionAnalysisThread:Transition:ThinkandShareAfterreadingthewholepassage,canyouconcludewhatshegaveupandwhatshechose?Whatwasthemai nprinciple(道德准那么)guidingDrLinthroughthechoicesinherlife?PartⅡP ragmaticAnalysis1.Whydoestheauthorwritethearticle?2.Towhomdoestheauthorwritethisarticle?3.Doestheauthorgiveyoualltheexpectedinformation?Why?PartⅢT opic-RelatedLexisFindoutthetopic-relatedvocabularyofdifferenttopics.Topic1DrLinmadeherownchoicewhenshewasyoung.Topic2DrLinmadeherownchoicewhensheworkedasaphysician.Topic3DrLinmadeherownchoiceduringthewar.Topic4DrLinmadeherownchoicewhensheheldmanyimportantpositions.Topic5DrLinmadeherownchoicebeforeshepassedaway.PartⅣC reativeThinking1.WhatkindofpersondoyouthinkDrLinwas?2.Sincetheoutbreakofnovelcoronaviruspneumoniain2021,wehadtostayathome.Butsomanydoct orsandnursesfoughtagainstthevirusinspiteofdanger.Manyevenlosttheirlives.Theyareheroesju stlikeDrLin.Whatwouldyousaytothem?PartⅤH omeworkReviewwhatyouhavelearnedtodayandwriteashortsummaryaboutLinQiaozhi slife.PartⅥ核心素养专练微型作文写作:林巧稚是中国著名的内科医生。
高中英语人教版(2019)必修第一册Unit1 Period 2 Readingand ThinkingThe Freshman Challenge优秀教学设计
Unit1 Teenage LifePeriod 2 Reading and ThinkingThe Freshman Challenge教学设计教材分析The topic of this unit is about teenage life, which belongs to the theme context of “humans and oneself”.As teenagers who shoulder the responsibility of “Chinese great dream”, they must fully know themselves, including their strengths, weaknesses and challenges etc. They are supposed to improve themselves continuously and readily study their subjects, and thus foster their strategies and confidence in lifelong studies.This period is entitled the freshmen challenges, which mainly concerns some big challenges for new students in Senior high school. In this period, a teacher should lead students to find out what their challenges are and guide them to figure out how to crack the challenges and better themselves. More importantly, a teacher should instruct students to absorb new language points and appreciate the language. Besides, a teacher must instruct students to acquire some skills concerning reading efficiently and inspire them to talk more about their new school life, especially their new problems and solutions both at school and in life.教学目标与核心素养1. Enable students to acquire the basic usage of the new words andexpressions concerning the freshmen challenges and learn to use them flexibly.2. Enable students to have a good understanding of the freshmen challenges in the new senior high school which is quite different from junior middle school.3. Develop students’ sense of cooperative learning and individual thinking capability.4. Develop students’ different learning skills to solve different reading comprehensive problems教学重难点1. Develop students’ reading ability such as skimming, scanning and summarizing.2. Let students talk about their new school challenges in senior high school and encourage them to find the possible solutions to conquer them.教学过程1. Warming upStep 1 Leading-inHave a free talk with students. Ask them the following questions:How do you feel about your senior high school? Have you come across some challenges that make you upset?Step2 Pre-readingLet students guess what the text will be mainly about before reading bylooking at the picture and the title.Step3: Reading1. Fast readingAsk students to skim the reading passage to sum up the main idea of each paragraph and then discuss it with their partners.Paragraph1._________________________________________________2. ________________________________________________3. ________________________________________________4. ________________________________________________Tips: you can find main ideas by first taking at quick look at the title, picture, key words and phrases and topic sentences.2. Intensive readingAllow students to read carefully this time to understand the main details of each paragraph and then finish the following.1. 1. Adam felt __________at the beginning of his senior highA. excitedB. interested C confused D worried2. Who gave Adam advice on courses?A. Parents.B. Adviser. C .Coach. D. Classmates.3. What subject is Adam's favorite?A. Chinese.B. World history.C.Math.D. English.4. Hearing he was poor in playing football well, AdamA. felt disappointed but went on with itB. left the football and joined a clubC. didn't give up and tried to improveD. felt unhappy but signed up for a new team5. What kind of person is Adam?A. brave and well preparedB. negative and sillyC. active and shyD. gentle and patient2. Let students look through the chart first and then read the text silently. Three minutes later, check the answers with the whole class. Show the suggested answers on the screen.Step 4: Further Reading and discussionRead the text the third time and work in pairs to do the following.1.What does “ make the team” in paragraph 3 mean?2.Do you face the same challenges as Adam? What other challenges areyou facing?3.What are some differences between Adam’s school life and yourschool life?Step 5: Passage ConsolidationComplete the passage with the suitable words from the passage.I'm Adam,1._______freshman in senior high school. The first week was a little 2. _____ (confuse).There are some 3. _____ (challenge) I have to face in my new school life. First, I had to think carefully about my courses. Chinese is hard to learn, but I hope I can speak it _____ (fluent) when I graduate. My adviser 5. _____ (recommend) me to sign up for advanced literature because I'm good 6. _____ it. Second, I had to choose my extra-curricular activities. I tried 7. _____ (join) the school football team though I couldn't do well in 8. _____at first. Besides that, I joined a volunteer club.In order to be well 9. _____ (prepare) for university or whatever else10. _____ (come) in the future, I make up my mind to study harder and get used to new situation.Step 6: Homework1.Write a passage to introduce you first senior school challenges and how to solve them.(about 120words)2.Learn the useful new words and expressions in this part by heart.。
人教新教材高中英语必修一Welcome unit Period 2 Reading and Thinking 练习(1)含答案解析版在后面
Welcome UnitPeriod 2 Reading and ThinkingFirst Impressions练习第一题：根据语境填入单词的正确形式。
1. Anyway, whether they like it or not, they do give people a very good _________(impress).2. If I feel a____________,(焦虑的) I know what to do to calm myself down.3 We should be_______________(自信的) enough to reach out to them.4. They have not yet reported on their ____________(experiment).5. This means she will do something for me, if I do something___________（help）for her in exchange.6 Let us___________（探索）and analyze its way to success together.7. .We like her very much, because she teaches us well and is very ___________(friend) to us .8. .He used to be quiet, but now he is very _____________外向的9. He can not _____________(集中) his thoughts on his studies.10. She always asks some________________尴尬的questions.11. He is my manager, though he is ___________（资质浅的）to me.第二题：选词填空Li Huang is a new student in a_1)_____________school in China. He is studying in England as an exchange student. He _2)_________________that he can get used to his new school life. His biggest challenge is English lesson where he finds it difficult to ____3)________what the teacher says. He is fond of doing __4)____________in the chemistry lessons. His new classmate and teachers are helpful and friendly. He is hardworking and makes a good ______5)______on his new classmates There is so much ______6)_____in his new school. He is excited to learn more.1.______________________2._________________________3.___________________4.______________________5.________________________6._____________________第三题：用以下短语自由造句子1.make a good impression2. leave sb alone3.make good friends4.be confident5.I believe6.find +n + adj7. what if + 句子？第四题：阅读理解AThis was the first real task I received in my new school. It seemed simple: go on the Internet and find information about a man named George Washington. As I searched the name, I found that there were two famous people having the same name who looked completely different! One invented hundreds of uses for peanuts（花生）, while the other led some sort of army across America. I stared at the screen, wondering which one my teacher meant. I called my grandfather for a golden piece of advice; let the coin decide. I flipped(掷) a coin and Ah! Tails (背面)! My report would be about the great man who invented peanut butter, George Washington Carver.Weeks later, I stood in front of the classroom and proudly read my homework. But things started to get strange. I looked around the room, only to find my classmates with big smiles on their faces and tears in their eyes and my stone-faced teacher. I was completely lost. “What could be causing everyone to act this way?”Oh well, I dropped the paper and sat down at my desk, burning to find out what I had done wrong. As a classmate began his report, it all became clear, “My report is on George Washin gton, the man who started the American War of Independence.” The whole world became quiet! How could I know that my teacher meant that George Washington?Of course, my subject result was awful. Sad but fearless, I decided to turn this around. I talked to the headmaster Miss Lancelot, but she said firmly: No re-dos; no new score. I felt that it was not fair, and I believed I deserved a second chance. So I threw myself heartily into my work for the rest of the school year. Ten months later, I sat in the he admaster’s office again, but this time a completely different conversation. I smiled and flashed back to the terrible moment at the beginning of the year as the headmaster told me I was good enough to skip(跳过) the 6th grade and started the 7th grade next term.1: The task I received was to find information about ________.A．uses for peanutsB．American War of IndependenceC．George WashingtonD．my headmaster Miss Lancelot2:________ helped me decide what my report would be about.A．The Internet B．My classmatesC．My grandpa D．A coin3:People in the class acted strangely because ________.A．I was too proud of my homeworkB．I mistook what the homework was aboutC．the whole world suddenly became quietD．the teacher’s face turned to a stone4:I ________ after I failed the subject.A．worked harder to prove my abilityB．started to study from the 7th gradeC．was so frightened at the awful resultD．was given a second chance to redo the work5:We can infer(推断) from the passage that ________.A．the headmaster didn’t like the writer at allB．the writer’s classmates felt sad at his mistakeC．the writer knew little about American historyD．the writer’s grandpa was a very wise man6:Which of the following proverbs can best describe the main idea of this story?A．Seeing is believing.B．Where there is a will, there is a way.C．One is never too old to learn.D．A friend in need is a friend indeed.BMy First Day of SchoolFear started taking over, I was walking into my first school in America. I had traveled a long distance from India in order to join my parents, who had been for three years, hoping America would help my future. My father decided that I would be better off going to school here, so I enrolled(登记)in the local high school in my new town.I was afraid how I would do. On the first day, I went to my second period class after I had missed my first. With anxiety, I reached for the door, opening it slowly. Without paying attention to my classmates, I went straight to the teacher and asked if this was the right cla ss. With a soft voice he answered. “Yes.” His voice comforted me a little. He gave me a sheet called Course Requirements, which I would never get in India because we didn’t have anything like that. Then he asked me to choose where I would sit. I didn’t actually want to pick a seat. In India we had fixed seats, so I never needed to worry about that. I spent the rest of the class taking notes from the image produced by the overhead projector. In Indian schools, we didn’t use the technology we had. We had to t ake notes as the teacher spoke.It was noon. I was very confused about when I would have lunch. I went to my next class and the bell rang as I entered. I went through the regular process of asking the teacher if I was in the right class. She said, “It’s still fourth period.”“But the bell just rang,” I said.Changing from a gentle tone to a harsher(刺耳的)one, she said, “That is the lunch bell, young man.”I apologized. Without another word I headed for the cafeteria. I felt lucky because we didn’t have this i n India. Every confusion seemed like a barrier I had to get through to reach my goal. At the end of the day, I was on my way to the bus which we didn’t have in India either. I spotted my bus and sat down insidehappily. I was thinking, today wasn’t o bad.7. The author attended an American high school because _______.A. his father preferred American schoolsB. his family wanted him to have a bright futureC. his mother had worked in it for 3 yearsD. he had been longing to leave his homeland8. What do we know about the author's first day of school?A. He went to the wrong class for the second periodB. He met some enthusiastic teachers and classmatesC. He got the Course Requirements sheet from his classmateD. He experienced differences from the Indian schools in many ways9.How did the author feel at the end of the day?A. WorriedB. PuzzledC. RelievedD. Excited第五题：语法填空My name is Han Jing who is not 1) __________outgoing girl. This is my first senior school day and I am so _2)____________(anxiety)_.I was wondering whether I could make a good first ____3)________(impress) and make any good ____4)_______(friend).In my first maths class, difficult as it was, the teacher was humorous and ___5)____(help) who even told us a funny story, ———6)—— made us laugh heartily.In the afternoon, we had our chemistry class in the school lab, __7)__________is new and the lesson was great.What a day! In the morning, I was ____8)___（worry）about my new life. However, now, I don’t feel awkward or ______9)____（frighten）at all. I firmly believe I can make new friends and I am confident tomorrow is another great day! I can’t wait _____10______(explore ) more about my new life!1.______________________2._________________________3.___________________4.______________________5.________________________6._____________________7._______________________ 8.____________________9.___________________ 10._____________________第六题：作文要求：你的学校生活怎么样的呢？你最喜欢上什么课呢？以“My school life”为题写一篇短文。
Unit1 period2 pre-reading and reading 英语必修七
3.What is the value of the website?
• 1.Share the disabled’s stories with other disabled people. • 2.Non-diabled people understand mour about how challenging life can be for people with disablities.
3.How would your life change if you were to develop a muscle disease like Marty’s?
• Maybe at the beginning I will feel low and disappointed but Marty’s story will feel encourage one to overcome the difficulties. I’ll learn to adapt to the disability and try to live a positive and satisfying life. • It is not frightening if you are disabled in a body, but it is so if you are not healthy in mind.
3. looks after pets 4. Disability has made him grow stronger and more independent .
2 Discuss these questions with others in your class. 1 What kind of person do you think Marty is? 2 What do you think is the most difficult thing that Marty has to deal with in his life?
英语人教版高中必修一(新课标)教案Unit 3 Reading and Thinking 教案
Unit 3 Sports and FitnessPeriod 2 Reading and Thinking教材分析本课时的活动主题是“选择你最喜欢的运动员”(Choose your favourite athlete)。
该文本属于杂志文章,有明显的标题特征、结构特征和语言特征。
文章创设的情境,即某杂志社请读者来信选举自己心目中的“体育界的活传奇”( Living Legends of Sports)，在此基础上，使学生能够使用所学知识来评选自己心中的体育传奇明星，并且能够表达自己对“体育精神”的理解，目的是培养学生理性思考和客观评判的思维品质。
另外还应该从这些传奇人物身上领会和感悟做人和做事的道理。
教学目标1. 快速阅读获取有关郎平和乔丹的基本信息；深入阅读了解他们被称为体育传奇的原因。
2. 通过提问引导学生理解某些语言在文本中的含义，如“time seems to stand still, graceful…”等等。
3. 阅读并理解课文各部分的上下文，学习如何说和写sports legend。
4. 通过对比分析，形成判断传奇人物的标准，学会选择自己喜欢的传奇体育明星。
教学重难点【教学重点】1.深入了解郎平和乔丹的基本情况。
2.理解他们被称为sports legends的原因。
【教学难点】理解某些语言在文本中的含义，例如“time seems to stand still, graceful…”等等。
教学过程Step 1 Warming-upLook at some famous sports stars’ pictures and have a discussion about them.设计意图：引导学生欣赏著名运动明星的图片及讨论知名运动员及运动的功能，引出本单元话题，并对本课将要学习的两位运动员郎平和乔丹做好铺垫。
Step 2 Pre-reading1.Work on Activity 1. Look at the titles and pictures, and predict what the text is about.2.Brainstorm: What aspects will be involved when we talk about “living legends of sports”？设计意图：通过浏览图片、标题、小标题以及板式预测文本内容。
2.2 Reading and thinking 教学设计(2)-人教版高中英语必修第一册
【新教材】必修第一册Unit 2 Travelling around 教学设计（人教版）Period 2 Reading and Thinking本板块包括阅读部分Explore Peru和在阅读基础上完成相关的词汇和收集信息练习。
Reading部分介绍的是南美洲国家秘鲁的基本情况。
Reading部分共分两部分，一是关于秘鲁的地理和历史；二是关于介绍秘鲁旅行小册子。
通过学习两个text，学生可以简单了解秘鲁的历史和地理位置，并且掌握主要的旅游信息。
通过回答和课文有关的问题和相关的拓展问题，帮助学生培养捕捉关键信息的阅读能力。
为了顺利完成Reading and Thinking 的任务，学生还要提前做好相关词汇准备。
1. Let students master useful words and phrases related to the text;2. Let students understand the basic information about Peru in geography, history and famous travel destinations;3. Get students to know how to choose travelling destinations according to one’s interest and need.Importance:1.Help the students to master key words and phrases in the text.2.Guide students to grasp important details in the texts.3. Guide the students to grasp methods of reading a travel brochures and an encyclopedic.Difficulty:Guide the students collect useful information form a text.1.Ask the students to prepare new words and phrases related to the contents of the text.2.Mark the new words in the textbook, understand the meaning in context, or consult the dictionary to understand the meaning.Step 1 Preparation1.the Pacific coast ___________2. South America__________3. the Andes mountains___________4. the Amazon rain forest___________5.the Inca Empire__________6. the famous site_________7. an official language___________8. accommodation___________ 9. destination __________ 10. local Indian culture___________ 11. the architecture___________ 12.local markets___________ Step 2 Warming upGive the students some information about a country and encourage them to guess which country it is. Choose which of the countries is being discussed according to the following information.1)There used to be a famous empire here.2)The country has long coast and famous for its unique scenery3)Part of the country is covered with rainforests.4) It is one of the South American Countries.A. ChinaB. CanadaC. PeruD. Russia ( C)Step 3 Explore PeruBefore carrying out the task, remind the students to pay attention to the tip.Before you read look through the text quickly for titles, headers, pictures, charts and any other information that might tell you what type type of text it is.Task 1 : Encyclopedia or Brochure?Get the students to look through the two passages about Pero while listening carefully.Encourage the students to judge what types of texts they are: encyclopedia or brochure.The first text:It is an encyclopedia because it focuses on basic geographic and historical information.The second text:It is a travel brochure because it mainly introduces local travel information. Besides, there is contacting information at the end of the text.Task 2 : Reading and observingGet the students to read the first text in detail and pay attention to details in its history and then observe the map of Peru to know about its location and geography features.Information from the first text:on the Pacific coast of south Americathree main areasIn the 1400s and 1500s, the center of the powerful ancient Incan empire.Spain took control in the seventeen sixteen century.the official language—SpanishInformation from the second text:Amazon Rainforest Tour:rain foresttraveling by boatexploring the rain forest with a local guideenjoying the plants and animalsMachu Picchu Tour：a four- day walking tour on amazing paths.enjoy the unique Spanish and local Indian cultureCusco Tour:the unique square and local Indian culturethe capital of the Inca Empirestay in local hotelvisit the museumsadmire the architectureenjoy excellent local foodgo shopping at the Local markets.Lake Titicaca Tour:the beautiful countrysidethe new highwaystay with a local Uros familyAn island and the Uros homes made of water plantsTask 4 Complete the passage with the correct forms of the new words from the texts.Get the students to read the passage and fill in the blacks. Remind the students pay attention to the first letters of each words.Cusco is a popular _destination __ for tourists. Because of its ___ unique __place in the history of South America. Cusco was the capital city of the Inca__Empire__ which was the most powerful in South America until the 1500s. There are two especially interesting things to__ admire __ about the Inca civilization. The first is the roads and __paths__, they built to connect their important cities. These Inca roads were made up of two north- south highways and many small roads crossing the mountains east to west. The roads were for Inca soldiers and their ___officials__. Second, the Inca built wonderful cities full of amazingarchitecture, but there were no markets in these cities. One of the interesting questions of history is how the Incas lived without shopping!Task 5 Information collectionGet the students to read the text and fill in the table.Encourage the students to discuss the question below with a partner.Guide the students to use the information in the text to give reasons.Which tour(s) would you recommend for people who enjoy history and culture. Why ?1、通过本节的阅读和思考活动，希望逐渐能够培养学生阅读实用文体，如旅游手册的时候，关注关键信息的能力。
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dusty
Expressions preview go through 经历; 经受 set down 记下; 放下; 登记 on purpose 故意 at dusk 在黄昏时刻 face to face 面对面地
Make sentences
1.孩提时代, 他经历go through了一个又
一个one....after another的艰难困苦
稀动物rare animal邮票stamp。
7.孩子们喜欢在户外outdoors玩耍。 8.我特地来on purpose这里看你。 9.他故意on purpose违反法律break the law，是为了in order to让警察把他送进
监狱put sb into prison。
10.在黄昏时刻at dusk，突然下起了一场 暴雨storm。 11.听，打雷thunder了。 12.在这上面on this我已经浪费了一整天 的an entire day时间。 13.我和她面对面face to face坐着。
Homework
1. Please write a short passage to describe one of your best friends. Try to use the new words and phrases that you have just learned. 2 Please tell one or two proverbs about friendship.
终于，不幸的事情发生了，他们被盖 世太保们发现，被分散收容了。安妮 于1945年3月在纳粹集中营永远地闭 上了眼睛。 安妮· 弗兰克的《安妮日记》后被 译成55种文字，它的文学价值得到了 世界各国读者的认同，并被改编成电 影和话剧。
ANNE’S BEST FRIEND
Skim the text and answer following questions.
1, Who was Anne’s best friend? 2, Where did Anne live during World War 2 ?
3, Why did the Jew have to hide?
4, How long had Anne and her family hidden before they were discovered?
Background
This is a true story. It took place in Amsterdam, Holland in the early 1940s after the German Nazis had occupied most of Europe. The Nazi Party ruled Germany from 1933 to 1945. One of their key policies was to kill all the Jews in Europe. If any persons known to be Jews were found, they would be sent to concentration camps farther east, mostly in Poland. Families were separated and transported in trains.
Concentration camp
安妮在自己生日那天收到了一份礼 物——一本日记本，并将其化名为Kitty， 以书信的形式记日记。从日记的内容我们 可以知道，安妮与朋友相处融合，是一个 很普通的女孩子，日记上还记录着她在过 着隐秘生活时与彼得得以接近，并喜欢上 彼得的过程，以及她对战争的看法，从 侧面表现出安妮的成熟与乐观。
For many days, they went without food, water, or fresh air. To avoid this terrible fate, some Jewish families went into hiding, often with the help of nonJewish friends . This diary was written during the time when Anne and her family moved to escape from being killed by Nazis.
5,Why did Anne grow crazy about nature?
6,Why is it no pleasure looking nature through the windows any longer?
Read the passage and join the correct parts of the sentences. 1 Anne kept a diary A She couldn’t meet her friends. because B Jews were caught 2 She felt very by Nazis and killed. lonely because 3 They had to hide C she could tell because everything to it. 4 Anne named he D she wanted it to diary Kitty because be her best friend.
Words preview Netherlands German series outdoors dusk thunder n. 荷兰 n. 德国的; 德国人的 n. 连续; 系列 adv. 在户外; 在野外 n. 黄昏; 傍晚 vi. 打雷; 雷鸣 n. 雷; 雷声
ቤተ መጻሕፍቲ ባይዱ
Words preview
entire entirely power curtain ad. 整个的; 完全的 adv. 完全地; 全然地 n. 能力; 力量; 权利 n. 窗帘; 门帘; 幕布 adj. 积满灰尘的
Hitler at the Beginning of World War II
A Nazi symbol
Background knowledge
奥斯维辛集中营 What do you know about the World War II?
What is the relationship between Nazis & World War II Anne (Jewish)? What has the German Nazis done to the Nazis the German Jewish?
Jews
Background Information
Anne’s father : Otto Frank Anne’s older sister: Margot
Anne’s mother: Mrs. Frank
Anne Frank
Peter, who lived with the Franks in the attic
They moved to Amsterdam, Netherlands
curtain They stayed on the top floor, with curtains drawn so as not to attract unwanted attention.
attic
Peter was forced into a long march from the camp where he disappeared. When Margot died in March, 1945, Anne probably lose her desire to live. She died just before her 16th birthday and less than a month before the surviving Jews were liberated.
hardship。
2.他变得沉默silent。没有人知道他经历
go through了什么事。
3.把你知道的事全部记下来set down。
4.我要把你的故事记下来set down。 5.一系列a series of的错误导致cause了这 个计划的失败failure。 6.我有一套a series of...珍贵的valuable珍