人教版高一英语《BOOK1》第一单元Friendship
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五、教学重点、难点
Teaching important and difficult points
1.Important points:
Phrases and Grammars.
Learn to evaluate friends and friendship.
2.Difficult points:
How todescribe one of your good friends.
四、教学策略选择和设计
Teachingmethods
Task-based teaching and learning
Cooperative learningDiscussionmethod
Teaching aids
Book, blackboard,A multimedia classroom(A projector and a tape recorder.)and other auxiliary teaching tools.
Step3While-reading
(1) Ask questions:
Who/What is Anne’s best friend? Why is the diary her best friend? (The answer to the second question will not be given direct. Instead, the question will be left to the post-reading part.)
(1) Ss are to read fast for the information and take a guess at or think about what might be the other reason for her choice besides that she could tell everything to it.
(7) After Ss’ reports, to guide the Ss to have a brief review of the change in Anne’s feelings, and to guide them to read and feel.
Step4 Post-reading
(1) Bring back the question “Why is the diary Anne’s best friend?”, guide Ss to share their understandings on it after reading and guide them to be more aware of what Anne was eager for.
How to summarize the reading skills.
How to figure out the main idea of each paragraph by using reading skills.
六、教学过程
预设时间
教师活动
学生活动
设计意图
课时时长
：
40分钟
课时时长
：
40分钟
二、教学目标
Teaching aims
1.Knowledge and skills
1)Knowledge
a.New words&Sentences.
b.Phrases & Grammars.
2)Skills
To learn to solve problems that may occur between friends.
Teachingprocedures
Step1 Lead in
To arouse Ss’interest and naturally lead in the topic To show a cartoon named“The ship of Friendship sinks easily (友谊的小船说翻就翻)”and to ask the following questions:
※Think of all the beauty still left around you and be happy.
Step5Assignment
Write a summary of “Anne's Best Friend” with the following key words:
“Jewish, hide, German Nazi, friend, diary, feel, crazy, nature, on purpose, face to face”.
(2) Guide the Ss to share their feelings and thoughts after reading the whole passage.
(3) Guide the Ss to read the three quotes and have a further understanding of friendship and the importance of the cherishing the present. The quotes are as follows:
(2) Ask questions:
Which part is her diary and what about the other part?
(3) Ask questions: What time and place did Anne lived in? Which ethnic group did she belong to? What did she do during the time? Did she study and play with us?
Ss will train their reading skills such as guessing, fast reading, scanning and careful reading, learn to appreciate the literature work and try to apply them in their writing.
(4)Ask the question “What happened to Anne if she was caught by the German Nazi?”, play the video, and add some background information about the history.
(5) Ask the question:
What did Anne see? What’s the function of the contrast used here?
(6) Organize the group work on find out “Howdid Anne feel and think?”
3).Ss will get some inspirations from reading about friendship, about wars, and about the presentlife.
三、学习者特征分析
Analysis ofthestudents
This is thesecond lessonfor our studentsfrom middle school to high school. The overall foundation of Tibetan students is poor. Inorder to adapt students to high school English teaching as quickly as possible, teachers need to make some appropriate adjustments to their textbooks and classes, such as increasing the number of hours, slowing down the progress, and being creative. This will lead to students gradually entering the high school learning state.
课题名称：人教版高一英语《BOOK1》第一单元Friendship教学设计
Unit 1:Friendship
（Reading Taching Plan）
姓名
张君怡
工作单位
昌都市第二高级中学
学科
英语
年级
高一年级
一、教学内容分析
Analysis of the teaching material
The reading passage “Anne’s Best Friend” is loaded with the most important language and cultural information of Unit1, whose topic is “Friendship”. It talks about that the Jewish girl Anne, a victim of the WWII, had to hide from the German Nazi and regarded her diary as her best friend. In the diary, she described her eagerness for friendship, peace, freedom and especially nature and the outside world. It’s a good material for students to appreciate the language, get to know the sufferings of the Jews and reflect upon the importance of friendship, peace, as well as of cherishing the present.
2.Process and methods
Task-based teaching and learning.
Cooperative learning.
3.Emotion,attitude and values
1).Ss will master the usage of new words and phrases appearing inthe reading part with contexts
2).Ss will have a deeper understanding of the sufferings of the Jews during the WWII by videos and by reading about How Anne felt and thought as well as what she was eager for.
※Friendship needs to be sown with loyalty, watered with enthusiasm,fostered with rules and nursed with understanding.
※Whoever is happywill make othershappy too. He who has courage and faith will never perish in misery.
Free-talking:
Ss are to describe the cartoon, answer the questions and share what they have learnt from this cartoon.
Free-talking:
Ss are to think and answer thequestions.
1. Why did the ship turn over?
2. What do you learn about friends or friendsTo ask the question: Does a friend always have to be a person? What else can be a friend?
Teaching important and difficult points
1.Important points:
Phrases and Grammars.
Learn to evaluate friends and friendship.
2.Difficult points:
How todescribe one of your good friends.
四、教学策略选择和设计
Teachingmethods
Task-based teaching and learning
Cooperative learningDiscussionmethod
Teaching aids
Book, blackboard,A multimedia classroom(A projector and a tape recorder.)and other auxiliary teaching tools.
Step3While-reading
(1) Ask questions:
Who/What is Anne’s best friend? Why is the diary her best friend? (The answer to the second question will not be given direct. Instead, the question will be left to the post-reading part.)
(1) Ss are to read fast for the information and take a guess at or think about what might be the other reason for her choice besides that she could tell everything to it.
(7) After Ss’ reports, to guide the Ss to have a brief review of the change in Anne’s feelings, and to guide them to read and feel.
Step4 Post-reading
(1) Bring back the question “Why is the diary Anne’s best friend?”, guide Ss to share their understandings on it after reading and guide them to be more aware of what Anne was eager for.
How to summarize the reading skills.
How to figure out the main idea of each paragraph by using reading skills.
六、教学过程
预设时间
教师活动
学生活动
设计意图
课时时长
：
40分钟
课时时长
：
40分钟
二、教学目标
Teaching aims
1.Knowledge and skills
1)Knowledge
a.New words&Sentences.
b.Phrases & Grammars.
2)Skills
To learn to solve problems that may occur between friends.
Teachingprocedures
Step1 Lead in
To arouse Ss’interest and naturally lead in the topic To show a cartoon named“The ship of Friendship sinks easily (友谊的小船说翻就翻)”and to ask the following questions:
※Think of all the beauty still left around you and be happy.
Step5Assignment
Write a summary of “Anne's Best Friend” with the following key words:
“Jewish, hide, German Nazi, friend, diary, feel, crazy, nature, on purpose, face to face”.
(2) Guide the Ss to share their feelings and thoughts after reading the whole passage.
(3) Guide the Ss to read the three quotes and have a further understanding of friendship and the importance of the cherishing the present. The quotes are as follows:
(2) Ask questions:
Which part is her diary and what about the other part?
(3) Ask questions: What time and place did Anne lived in? Which ethnic group did she belong to? What did she do during the time? Did she study and play with us?
Ss will train their reading skills such as guessing, fast reading, scanning and careful reading, learn to appreciate the literature work and try to apply them in their writing.
(4)Ask the question “What happened to Anne if she was caught by the German Nazi?”, play the video, and add some background information about the history.
(5) Ask the question:
What did Anne see? What’s the function of the contrast used here?
(6) Organize the group work on find out “Howdid Anne feel and think?”
3).Ss will get some inspirations from reading about friendship, about wars, and about the presentlife.
三、学习者特征分析
Analysis ofthestudents
This is thesecond lessonfor our studentsfrom middle school to high school. The overall foundation of Tibetan students is poor. Inorder to adapt students to high school English teaching as quickly as possible, teachers need to make some appropriate adjustments to their textbooks and classes, such as increasing the number of hours, slowing down the progress, and being creative. This will lead to students gradually entering the high school learning state.
课题名称：人教版高一英语《BOOK1》第一单元Friendship教学设计
Unit 1:Friendship
（Reading Taching Plan）
姓名
张君怡
工作单位
昌都市第二高级中学
学科
英语
年级
高一年级
一、教学内容分析
Analysis of the teaching material
The reading passage “Anne’s Best Friend” is loaded with the most important language and cultural information of Unit1, whose topic is “Friendship”. It talks about that the Jewish girl Anne, a victim of the WWII, had to hide from the German Nazi and regarded her diary as her best friend. In the diary, she described her eagerness for friendship, peace, freedom and especially nature and the outside world. It’s a good material for students to appreciate the language, get to know the sufferings of the Jews and reflect upon the importance of friendship, peace, as well as of cherishing the present.
2.Process and methods
Task-based teaching and learning.
Cooperative learning.
3.Emotion,attitude and values
1).Ss will master the usage of new words and phrases appearing inthe reading part with contexts
2).Ss will have a deeper understanding of the sufferings of the Jews during the WWII by videos and by reading about How Anne felt and thought as well as what she was eager for.
※Friendship needs to be sown with loyalty, watered with enthusiasm,fostered with rules and nursed with understanding.
※Whoever is happywill make othershappy too. He who has courage and faith will never perish in misery.
Free-talking:
Ss are to describe the cartoon, answer the questions and share what they have learnt from this cartoon.
Free-talking:
Ss are to think and answer thequestions.
1. Why did the ship turn over?
2. What do you learn about friends or friendsTo ask the question: Does a friend always have to be a person? What else can be a friend?