人教版-必修一-U1-friendship- reading教学设计
人教版高中英语必修1《Unit1Friendship》教案
⼈教版⾼中英语必修1《Unit1Friendship》教案 ⼈教版⾼中英语必修1《Unit 1 Friendship》教案【⼀】 教学准备 教学⽬标 1、掌握下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through, hide away, set down, a series of, on purpose, in order to, face to face, according to. 2、进⼀步学习有关“朋友”的知识信息，启发学⽣对朋友和友谊的思考。
3、了解《安妮⽇记》的背景知识，在感受外国⽂化的同时，深刻理解安妮⽇记的内涵，同时提⾼学⽣⽂化意识。
4、训练学⽣⼀定的阅读技巧，使他们掌握⼀些有效的学习策略，从⽽提⾼阅读速度和理解的准确性，并养成⼀定的⾃主学习能⼒。
5、培养学⽣快速阅读的能⼒、捕捉信息的能⼒及运⽤语⾔进⾏交际的能⼒。
6、通过个⼈活动、⼩组活动和班级活动等⽅法，培养学⽣的合作互助精神，分享英语学习的经验，感受⽤英语交流的成功和喜悦。
教学重难点 教学重点: 1、了解《安妮⽇记》的背景知识，在感受外国⽂化的同时，深刻理解安妮⽇记的内涵，同时提⾼学⽣⽂化意识。
2、训练学⽣的阅读技巧，提⾼学⽣阅读速度和理解能⼒。
教学难点: 对所获得的信息进⾏处理、加⼯和学习，形成有效的学习策略。
教学⼯具 ppt课件 教学过程 ... 板书 Uint1 Reading Anne’s Best Friend Qualities: easy-going ,warm-hearted ,helpful,… Questions: Skimming Summarize Discussion: 1> style 2> ideas ⼈教版⾼中英语必修1《Unit 1 Friendship》教案【⼆】 教学准备 教学⽬标 ■To help students learn to express attitudes, agreement & disagreement and certainty ■To help students learn to read the text and learn to write diaries in English ■To help students better understand “friendship” ■To help students learn to understand and use some important words and expressions ■To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text 教学重难点 Words upset, ignore, calm, concern, settle, suffer, recover, pack Expressions add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in Patterns “I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do. I stayed awake on purpose until half past eleven… …it was the first time in a year and a half that I’d seen the night face to face… 教学⼯具 ppt 教学过程 Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? 1. Warming up ⑴ Warming up by defining friendship Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen. Then what is your opinion about friendship? Do you think that friendship is important to our life? Why? ⑵Warming up by learning to solve problems Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely. Common problems among teenagers Solution Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on. Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness. Situation 1: Friends get angry with each other when they try to talk about something difficult. Try to understand your friend/ Try to talk about the problem in a different way. Situation 2: Friends don’t know how to apologize Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point. Situation 3: Some friends don’t know how to keep secrets. Keep your secrets to yourself Tips on being a good friend Treat your friends the way you want to be treated. Keep secrets that are told to you. Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend. ⑶Warming up by doing a survey Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship. To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友). Now please do the survey on page one. Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.。
人教版高一英语必修1-Unit1-Friendship教学设计
高一英语人教版必修1 Unit 1 Friendship 教学设计人教版必修一 Unit 1 Friendship教学设计一、教材内容分析本单元是高中一年级的第一单元，刚开学没多久，大家相互之间还不是很熟识，需要了解、沟通，友谊是他们生活当中必不可少的，他们每个人对友谊的认识不同，见解不一。
1．本节课的Warming up 我采用情景描述法，让学生自己用几个单词描述自己心目中的朋友或写下朋友的三个特征，让其他学生猜猜他描述的是班上哪个人。
并把相关的词汇、句型写在黑板上，有利于词汇的积累。
第一种方法适合基础差的学生，第二种方法适合成绩好的学生。
2．在导入的时候我采用提问法，激起学生思考（1）Which kind of friend do you think is the best friend? （2）What else can be our friends besides human beings?对于第一个问题每个学生的答案不同，但有一个共识：患难见真情，他们需要的是永久的友谊而不是由于利益关系等短暂的友谊。
第二个问题，一般很少有学生把人类以外的事物当成最好的朋友，有个别的把宠物当成好朋友。
3．快速阅读：弄懂文章大意4．细读：弄清细节，找出生词、难句并完成课后的练习1、2。
5．精读：讲解新单词、有用的短语、句型，并让学生自己举例应用。
6．深入了解文章的思想、写作风格并提出相关问题。
（1）．What's the advantages and disadvantages of the diary as a friend?（2）．Why did Anne say that she had seen the night face to face on the dark, rainy evening?7．讨论如下问题：Ask students if they are only allowed to have five things with you in the hiding place because there is very little room, what would they choose?8．课后练习Can you give us some background knowledge of World War and some historical material of Jews? You may use the library or the Internet.二、学生分析高中一年级的形式已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。
人教版必修一第一单元Friendship阅读课教学设计和反思
人教版必修一第一单元Friendship 阅读课教学设计和反思一、教材分析：本节课要学习的是必修1 Unit 1 Friendship的Warming up, Pre-reading和Reading的内容。
本单元的主题是“友谊”。
Warming up部分是一个问卷调查，5个问题都是学生在日常生活中可能会遇到的。
通过思考解决办法，学生能很快以探索者的姿态投入本单元的学习。
Pre-reading部分是阅读之前的讨论活动，让学生带着好奇心走进阅读。
Reading部分的阅读文章Anne’s be st friend以日记形式讲述了犹太女孩安妮为躲避纳粹的迫害而藏身于小阁楼中，不能与外界接触，周围又没有知心的朋友，孤独之中她将日记当作自己的朋友倾诉衷肠，在写日记中寻求解决问题的办法。
通过本单元的学习，学生不仅要学会一些阅读技能和新的词汇和短语的表达，还要学会欣赏文学作品，体会安妮对自由生活的向往，对大自然的热爱，对友情的渴望，从而反思自我，珍惜现有生活并保持乐观的生活态度。
二、学情分析：现在的学生英语总体水平差距较大，其水平分布呈以下特点：分化情况较明显，学生之间的水平差距较大；学生虽然对英语感兴趣，但学习主动性还有待加强；部分学生对教师的依赖性较强，未能主动通过多种渠道获取信息。
因此，在本课堂教学过程中，拟着重训练学生独立通过多种渠道获取信息、分析信息及提取信息的能力。
在学习中，学生可能会遇到由于缺乏二战的背景知识而对文章深层次的理解产生一定的困难。
在学习过程中，学生可能会采取自主学习、合作学习、探究学习等策略，独立的思考问题、快速阅读课文、同学之间互助、讨论等方式进行有效地学习。
三、教学实施：Teaching Aims:1.Train the student’s reading skills. Master the skills of skimming, scanning and guessing the meanings of the new words from the text.2. Enable the students to value the friendship between friends.3. To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.4. To learn the writing style of this passage.Teaching Importance:1. Improve the students’ ability of skimming and scanning.2. Understand the contents of the diary by Anne and know the importance of having friends.Teaching Difficulty:1. How to make the students understand the reading text better.2. How to master the skills of skimming and scanning.Teaching method: Task-based teachingTeaching procedure:Step1. Lead-in1. Let students talk about their summer holidays and their feelings. Then get them to talk about friends, such as old friends in Junior Middle School, about their appearance, personality, hobbies, etc.Possible questions:（1）How did you spend your summer holidays? How did you feel?（2）What do you think of our new school? Do you like it? Could you say something about it?（3）Do you like making friends? How many good friends do you have? What are they like?（设计意图：新高一的学生对环境对周围的人都不熟悉，正需要彼此了解，在这个时候围绕朋友这一主题和内容展开问答，问题比较贴近实际，容易调动学生的积极性，激活他们的思维，能有条理地表达个人的见解和想象，从而提高“说”的技能，同时也很自然地引入本单元的主题。
人教版高中英语Unit1-Friendship-优秀教案
人教版高中英语U n i t1-F r i e n d s h i p-优秀教案本页仅作为文档页封面，使用时可以删除教案人教版高一英语《英语1》第一单元Friendship第1课时：Warming up and Pre-reading一．教学目标①知识目标:⑴让学生掌握以下生词和短语: survey add point upset ignore calm concern loose cheat add up calm down have got to be concerned about walk the dog⑵让学生学会使用以下结构来表达态度，同意和不同意和确定语气: Are you afraid that. . .I (don’t)think. . . In my opinion, . . . I (don’t)think so, I (don’t)agree, I believe. . . , I’m afraid not, Exactly, That’s correct, Of course not.②技能目标:1．让学生学会用英语描述自己的朋友。
2．列出朋友间通常存在的问题,并找的不同方法来解决这些问题。
3．鼓励学生用本课学到的一些短语和结构来思考和谈论朋友和友谊。
③情感目标1．让学生学会如何解决朋友间可能出现的问题。
2．培养学生在高中阶段形成学习英语的好习惯。
二．教学重点1．用给定的形容词和句子结构来描述他们的一个朋友。
2．学习评价朋友和友谊。
三．教学难点1．与搭档合作并描述他们的一个好朋友。
2．与搭档讨论并找出解决问题的方法。
四．教学方法1．任务型教学法2．合作学习法3．讨论法五．教学准备多媒体和其他常规教学工具六．教学过程1.导入新课：第一步：导入Lead-in上课前,老师可以通过展示一个友谊天长地久的视频来激发学生的学习兴趣,。
这是新学期的第一节课。
所以在一开始,请学生用他们喜欢的方式来谈谈关于新学校和朋友的话题。
人教版高中英语必修一教案：Unit1FriendshipReading
必修一 Unit1 friendshipPeriod1 Reading The reading passage titled Anne’ s Best Friend with two pictures on page 3 introduces students best friend was and her life during World War II. Its structure is good for students to practice the ways of reading. To consolidate the contents of the reading passage, students should be required to retell the text in their own words at the end of the class.Aims:1.Improve Ss. Reading ability.2.Help Ss to understand Anne Frank ’ s inner motions.Difficult point:Guide Ss. to master different reading skills such as predicting, skimming, scanning and intensive reading. Importance:Encourage Ss. to dig in Anne Frank’ s personalities and changing feelings as well as thoughts. Teaching procedures:Step1 Lead-in:Show pictures of well-known friends like伯牙子期，李白汪伦，筷子兄弟，SHE and give Ss. a simple introduction.Brian storming:1)What qualities should a good friend have?2)Why do we need a friend?T:A good friend maybe honest, brave, generous, patient, selfless, considerate, kindhearted, open-minded and diligent. We need a friend because we feel lonely. Today we are going to make friends with Anne Frank,a poor Jewish girl, to have a good look at her solitary heart, will you?Step2 Predicting:1)Look at the title of the text and the pictures on Page 2 and 3 .2)Guess who those people are and what the text might be about.Step3 Skimming: (read the passage quickly to get an over-all impression)1)How many parts can the text be divided into? How do you know that?2)What ’ s the main idea of each part?Step4 Scanning:(go over the passage and get specific information) Finish the chart belowName Friend’ s nameHiding place NationalityHiding date Like DairyHate’ s dateStep5 Intensive reading:Read the passage carefully and finish the table below in pairsTime Nature FeelingBefore hidingAfter hidingRead it again and discuss in groups of four:1)What does“ outdoors” and“ nature” imply in Anne’ s letter?2)How would you describe Anne’ s feelings as she was looking out at the night sky?Step6 Post reading:Retell the story with the first personI lived in ____ in the ____during ____. My family were __ , so we had to ___ for a year and a half in order____ by the German Naz is. During that time I wasn ’ t able to go ____for so long that I had ____about everything to ____ nature. Once, I decided to look at the moon ___ by myself.But I didn’ t ___open the window to see the night ___ because I was afraid of being discovered by theNazis.I felt very ___without seeing my old friends. So I had to make a new friend---___, whom I could tell ___.Step7Homework:1)Speaking---retell the story in your own words2)Listeing---listen to the story of barbie the princess and the pauper芭比之真假公主3)Writing---write down one of funny stories between you and your friendsReflection:整个讲堂教课过程是以任务活动为驱动的体验参加式学习。
高一英语人教版必修1 Unit 1 Friendship 教学设计
高一英语人教版必修1 Unit 1 Friendship 教学设计人教版必修一 Unit 1 Friendship教学设计一、教材内容分析本单元是高中一年级的第一单元，刚开学没多久，大家相互之间还不是很熟识，需要了解、沟通，友谊是他们生活当中必不可少的，他们每个人对友谊的认识不同，见解不一。
1．本节课的Warming up 我采用情景描述法，让学生自己用几个单词描述自己心目中的朋友或写下朋友的三个特征，让其他学生猜猜他描述的是班上哪个人。
并把相关的词汇、句型写在黑板上，有利于词汇的积累。
第一种方法适合基础差的学生，第二种方法适合成绩好的学生。
2．在导入的时候我采用提问法，激起学生思考（1）Which kind of friend do you think is the best friend? （2）What else can be our friends besides human beings?对于第一个问题每个学生的答案不同，但有一个共识：患难见真情，他们需要的是永久的友谊而不是由于利益关系等短暂的友谊。
第二个问题，一般很少有学生把人类以外的事物当成最好的朋友，有个别的把宠物当成好朋友。
3．快速阅读：弄懂文章大意4．细读：弄清细节，找出生词、难句并完成课后的练习1、2。
5．精读：讲解新单词、有用的短语、句型，并让学生自己举例应用。
6．深入了解文章的思想、写作风格并提出相关问题。
（1）．What's the advantages and disadvantages of the diary as a friend?（2）．Why did Anne say that she had seen the night face to face on the dark, rainy evening?7．讨论如下问题：Ask students if they are only allowed to have five things with you in the hiding place because there is very little room, what would they choose?8．课后练习Can you give us some background knowledge of World War and some historical material of Jews? You may use the library or the Internet.二、学生分析高中一年级的形式已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。
人教版高一英语必修1-Unit1-Friendship教学设计说明
高一英语人教版必修1 Unit 1 Friendship 教学设计人教版必修一 Unit 1 Friendship教学设计一、教材容分析本单元是高中一年级的第一单元，刚开学没多久，大家相互之间还不是很熟识，需要了解、沟通，友谊是他们生活当中必不可少的，他们每个人对友谊的认识不同，见解不一。
1．本节课的Warming up 我采用情景描述法，让学生自己用几个单词描述自己心目中的朋友或写下朋友的三个特征，让其他学生猜猜他描述的是班上哪个人。
并把相关的词汇、句型写在黑板上，有利于词汇的积累。
第一种方法适合基础差的学生，第二种方法适合成绩好的学生。
2．在导入的时候我采用提问法，激起学生思考（1）Which kind of friend do you think is the best friend? （2）What else can be our friends besides human beings?对于第一个问题每个学生的答案不同，但有一个共识：患难见真情，他们需要的是永久的友谊而不是由于利益关系等短暂的友谊。
第二个问题，一般很少有学生把人类以外的事物当成最好的朋友，有个别的把宠物当成好朋友。
3．快速阅读：弄懂文章大意4．细读：弄清细节，找出生词、难句并完成课后的练习1、2。
5．精读：讲解新单词、有用的短语、句型，并让学生自己举例应用。
6．深入了解文章的思想、写作风格并提出相关问题。
（1）．What's the advantages and disadvantages of the diary as a friend?（2）．Why did Anne say that she had seen the night face to face on the dark, rainy evening?7．讨论如下问题：Ask students if they are only allowed to have five things with you in the hiding place because there is very little room, what would they choose?8．课后练习Can you give us some background knowledge of World War and some historical material of Jews? You may use the library or the Internet.二、学生分析高中一年级的形式已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。
Unit1FriendshipReading教案高中英语人教版必修一
如何正确处理朋友间的关系等这些问题，明白友谊在人
类生活中的重要作用。阅读材料主要讲述了一个犹太小
女孩安妮如何把日记当成她亲密朋友的故事。通过阅读
材料，让学生了解友谊的丰富内涵，学习安妮乐观积极
的人生态度。
篇章是语言和文化的载体，因此阅读课在整个单元的教
学中起着重要的不可替代的作用。通过本节课的教学，
三、过程与方法
通过自主阅读，合作探究，小组讨论，个人展示等多种
方法，让学生形成一种有效的英语学习方法和英语思维
模式。探寻友谊的真正含义，如何和朋友相处等。
教学重点
培养学生的阅读能力。
教学难点
1、引导学生对友谊有一个正确的认识，友谊不仅仅存在 于人与人之间；
教学方法及策略
2、有效地帮助学生理解文章的内容。 1、创设语境，合作探究，训练学生的听说读写能力； 2、任务型教学法贯穿整个教学活动； 3、让全体学生参与到整个学习活动中，灵活运用小组讨 论，个人或集体回答等多种模式；
above questions in pairs. scoring sheet.
4.Stimulate students
Activity2:Finish
the
interest by doing a
survey (P1)to check
survey.
whether you are a good
friend.
不陌生，刚升入高中，正需要互相认识寻找友谊的阶段，
他们对友谊也有各自的看法与认识。所以，他们对友谊
的话题很感兴趣，好奇心和求知欲会激发他们学习的动
力，去知识的海洋里深入探索。
一、知识与技能
1、学习并掌握本节课出现的新词和短语，学会用相关词 语描述人类的性格和特征；
高中英语Unit1FriendshipReading教案新人教版必修
Unit 1 FriendshipPeriod 3 ReadingTask 1. SkimmingRead the text quickly and fill in the blank.The text mainly tells us Anne’s best friend_her_diary /Kitty__Task 2. Careful readingRead the text carefully and fill in the blanks.Part 1. Some information about Anne①During World War II, Anne lived in Amsterdam in the Netherlands.②Her family, who were Jews / Jewish , had to hide away, or they would be caught by the German Nazis.③During her hiding time, her only true friend was her diary .Part 2. Some information about Anne’s diary.From Anne’s diary, we can know:① After being indoors for so long, Anne was very crazy about everything to do with nature.② One evening she stayed awake on purpose until half past eleven in order to havea good look at the moon.③ Another time five months ago, she experienced the power of nature for the firsttime in a year and a half.④ she hated to look at nature through dirty curtains and she wanted to experienceit.Step 5 Postreading1. Answer the following questions.(exercise 2 on page 3)Suggested answers:1.About two years. The family went into a hiding place in early July ,1942. Onthe 15thof June ,1944 Anne wrote this diary .2.Before she and her family hid away, she took nature for granted, but now sheappreciates its beauty and majesty.3.Her feelings have changed because she was no longer able to go out as she pleasedbecause he is in hiding. Losing freedom has made her feel more excited about good and beautiful things around her.4.She did not want to be a ‘prisoner’in the hiding place any longer. She wantedto live a normal life again.2. Retell the storyI lived in ___________in the ______________ during _____________. My family were ______, so we had to ___________ for a year and a half in order ________________ by the German Nazis. During that time I wasn’t able to go ________ for so long that I had ______________ about everything to _______ nature. Once, I decided to look at the moon ___________ by myself.But I didn’t _______ open the window to see the night ___________ because I was afraid of being discovered by the Nazis.I felt very _______ without seeing my old friends. So I had to make a new friend _____________, whom I could tell _________ to. Sadly, at last my family was discovered and caught by _______________ sometime later.。
高中英语人教版高一必修1教案：Unit1 friendship reading_教案(系列三)
必修一Unit1 friendshipReadingTeaching goals 教学目标1. Target language目标语言a. 重点词汇和短语add, point, upset, ignore, calm, loose, cheat, reason, list, share, feeling, Netherlans, German, series, outdoors, crazy, nature, purpose, dare, thunder, entirely, power, according, accordingly, trust, indoors, suffer, 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 faceb. 重点句子1）I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.2）For example, when it was so warm, I stayed awake on purpose until half past eleven on evening in order to have a good look at the moon for once by myself.3）It was the first time in a year and a half that I’d seen the night face to face.2. Ability goals 能力目标a. Enable Ss to talk about friends and friendship.What should you do to be a good friend?Why do you need friends?What do you think a good friend should be like?What else can be your friend besides a person?b. Understand the text and answer the following questions.How and why did Anne make her diary the only true friend?Had Anne ever been spellbound by nature before? How about being in the hiding place? Why?Why didn’t she go downstairs one evening until the window had to be shut?What would you miss most if you went into hiding like Anne and her family? Explain why.How would you describe Anne’s feelings as she was looking out into the night sky?What attitude on earth should the wide oppressed people take towards the powerful Nazis?c. Enable the Ss to understand the details about the passage, choosing the correct answer according the text and fill in the form about the passage and the diary.d. Retell the passage using the first person.3. Learning ability goals 学能目标Enable the Ss learn how to talk about friends and friendship.What do friends and friendship mean?What should you do to be a good friend?Why do you need friends?What do you think a good friend should be like?What else can be your friend besides a person?4.Teaching important points教学重点a. Talk about friends and friendship.What should you do to be a good friend?Why do you need friends?What do you think a good friend should be like?b. Discuss the questions of comprehension.Why did Anne make her diary the only true friend?5.Teaching difficult points教学难点a. Understand the real meaning of friends and friendship.b. Discuss the questions.What would you miss most if you went into hiding like Anne and her family? Explain why.How would you describe Anne’s feelings as she was looking out into the night sky?c. Discuss what attitude on earth the wide oppressed people should take towards the powerful Nazis.6.Teaching methods教学方法a. Skimming and scanning.b. Asking-and-answering activity to check the Ss’ understanding of the text.c. Individual, pair or group work to finish each task.d. Discussion.7.Teaching aids教具准备A recorder, a computer and a projector.8.Teaching procedures & ways教学过程与方式Step I Leading inAs this is the first class of a new term, teacher can lead the Ss to think of making new friends in the strange school. T: Welcome to our school, everyone. You have a new school, new teachers and new classmates. Would you like to make new friends with each other?S: Yes, of course.T: Very good!Step II Warming upFirst, ask each student to make the survey by filling the form and choose the answers. Teacher shows the scoring sheet to them, add up their score and see how many points they can get all by themselves. Second, teacher shows the instruction. Get the Ss to judge which grade they belong to according to their points and decide if they are good friends or not by themselves secretly. Third, they’ve known how well they treat their friends and what they should do to be a good friend themselves.T: Do you have any friends?S: Yes, I do. I have made a lot of friends.T: Are you good to your friends?S: Yes, of course.T: We always think we are kind to our friends. But in fact, we are not quite sure if we are considerate enough? Now let us make the following survey. First, please choose the answers all by yourselves.The Ss are choosing the answers.T: Are you finished?Ss: Yes.T: OK, I’ll show you the scoring sheet on the screen.Please fill in the following form quickly. Add up your scores and see how many points you can get all by yourselves. Are you clear?Ss: Yes, sir / madam.Show the following form and the scoring sheet on the screen.1A1 B3 C2 2A1 B2 C3 3A1 B2 C34A3 B2 C1 5A0 B6 C0T: All right! I think most of you have got high points. Do you want to know which grade you belong to?Ss: Certainly.T: Now I’ll show the instruction on the screen. Please judge which grade you belong to according to your points and decide if you are good friends or not by yourselves secretly.Show the Ss the instructions.all of us can be good friends with each other soon. Do you agree with me?Ss: Yes, of course.Step III Pre-readingGet the Ss to discuss the questions on Page 2 with their partners. Then ask the Ss to report their work. Encourage the Ss to express their different opinions. Make it clear that not only can we make friends with human beings, but also with animals and even things that have no life.T: Now please look at the slide show. And discuss these questions with your partners. Then I’ll ask some students to report your work. Are you clear?Ss: Yes, sir/madam.Show the following on the screen.1. Why do you need friends? Make a list of reasons why friends are important to you.2. What do you think a good friend should be like? List what a good friend should do and sharethe list with your partners.3. Does a friend always have to be a person? What else can be your friend?4. Do you think a diary can become your friend? Why or why not?After the Ss’ discussion, teacher says the following.T: Now who’d like to answer the first question? Volunteer!Sa: Let me try. I think friends are important to all of us.Because we need to help with each other.Sb: We also need someone to care and understand, to share sorrows and happiness.Sc: Everyone needs a friend to be true to us whether near or far apart.T: Quite right. Next question?Sd: I think my good friend should have a lot in common and our thoughts are always near.Se: I need my friends to give me courage to solve all kinds of problem.Sf: I think my friends should support me whenever I need help.Sg: I’d like my friends to communicate with me frequently.Sh: In my opinion, my friends should have the same kind of sense of humor so that we can laugh together.T: Terrific! I wish everyone to have some good friends whose friendship always be treasured in our hearts. Not only can we make friends with human beings, but also with animals and even things that have no life. How about the third question?Si: Yes, because persons can understand and communicate with each other more easily and conveniently.Sj: I think other things like pets, books, toys, balls, and instruments can also be our friends.T: Wonderful! You have a very great imagination. Now who can answer the last question?Sk: Yes, I think so. Because you can tell everything to it freely, it can accompany me all the time. It never needs me to pay back.Sl: But I don’t think so. Because it’s unbelievable for a person to communicate with a diary. And your secrets will be easily and completely let out in case that it is read by others or your diary books are lost. If I had been Anne, I would have made friends with my parents.T: Most of our friends are human beings, but sometimes we make friends with animals or even things like diary. You’ve done an excellent job.Step IV ReadingScanningGet the Ss to comprehend the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives the Ss a couple of minutes to look through the whole passage. Tell the Ss to read the text silently and then ask some detail questions about the text on the slide show with their partners. Teacher encourages the Ss to express their ideas.T: We’re going to learn a passage about Anne’s best friend. The story happened during World War II. Now let’s look at the slide show. Read the text quickly and find answers to the following questions.Show the questions on the screen.1. What was Anne’s friend? How and why did Anne make it her only true friend?2. Had Anne ever been spellbound by nature before?How about being in the hiding place? Why?3. Why didn’t she go downstairs one evening until the window had to be shut?T: Now who can tell me what was Anne’s best friend?How and why did Anne make it her only true friend?S1: Anne made her diary her best friend, to whom she could tell her deepest feelings and thoughts.S2: Because during World War II, as Jewish, Anne and her family had to hide away in order not to be caught by the German Nazis.S3: After hiding, she didn’t dare to go out. She felt very lonely and unhappy. So she couldn’t meet her old friends and make any other new friends besides her diary.S4: Maybe she didn’t trust others except her diary, to whom she could tell everything.S5: She didn’t set down a series of facts in a diary as most people do, treating her diary as her friend, to whom she told her deepest feelings and thoughts.T: Exactly. How about question 2?S6: No, she hadn’t. Nature had never have kept her spell-bound before she came to Amsterdam.S7: After being in the hiding place, Anne had grown crazy about everything to do with nature.S8: Because she didn’t dare to face nature, being afraid of being discovered by the Nazis.S9: But she was eager to enjoy the light and longed for the peace and happiness.T: Quite right. Question3?S10: Because she was held entirely in the nature’s power.S11: She didn’t dare to face the night except that evening.S12: She was always worried about being caught by the Nazism, although she was crazy about nature.S13: It exposed the heroine’s complicated and conflicting spirit mood of either scaring and hating the war and oppress, or longing for peace and looking forward to happiness.T: Well done! I think you may continue to read it again to get more details.SkimmingIn this part, the Ss will read the text again and then work together with their partners to get the main idea. Then teacher shows the form on the screen. Give the a few minutes to fill in the form about the whole text. Check the answers with the whole class.T: Now please skim the passage fast to get the main idea with your partners.S1: It exposed the crimes that the Nazis oppressed the Jewish and made them suffer the extreme misery and hardship.S2: It showed the common ideal and wish of the whole world people, hating wars and terrors while longing for peace and freedom.T: Good job. Now let’s try to obtain a general under-standing of the whole passage, including the diary. While reading, please fill in the form.Show the form with blanks on the screen.Anne’s best friendExplanationT: Now let’s deal with some language points. Turn to Page 2. Let’s look at the sentences.I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.This sentence means that Anne couldn’t go out for so long that she had felt wildly exited about nature.For example, when it was so warm, I stayed awake on purpose until half past eleven one evening in order to have a good look at the moon for once by myself.This sentence tells us that on a very warm evening, Anne stayed up until half past eleven so as to look at the moon for once by herself.It was the first time in a year and a half that I’d seen the night face to face....This sentence means that it was a year and a half since she and her family hid away and she had a look at the moon face to face with the window open by herself.Step V ComprehensionRead the passage again. First ask the Ss to do Ex 1 by themselves. And then do Ex 2 with their partners. At last, get them to discuss the answers of Ex 3 in groups of 4.T: Now please read the passage again and then turn to page 3. First let’s do Ex 1 by yourselves.A few minutes later.T: OK, now let’s check the answers with the whole class.Ss: 1. Anne kept a diary because she could tell everything to it.2. She felt very lonely because she couldn’t meet her friends.3. They had to hide because Jews were caught by Nazis and put away.4. Anne named her diary Kitty because she thought it was her best friend.5. They were finally caught because they were discovered.T: Now, it’s time for us to do Ex 2, please talk about the answers with your partners.The Ss are talking about their choices.T: All right! Let’s choose the correct answers and tell us why.Ss: 1. D. Because in her diary, she wrote that “it was the first time in a year and a half that I’d seen the night face to face.”2. C. Because “she wanted a friend whom she could tell everything to, like her deepest feelings and thoughts.”But it’s dangerous to trust others easily in the hiding place.3. D. Because she wrote in her diary that “I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.”4. A. Because “Her family was Jewish so they had to hide or they would be caught by the German Nazis.” And “The moon gave far too much light.” That means the moon was so bright that it might make the Nazis discover her family hiding there. If so, they would be caught.5. B. Because the diary was written in June, 1945 and it was in a year and a half that she’d seen the night face to face.T: Now let’s deal with Ex 3. Please look at the slide show. Now I’ll give you a few minutes to discuss the answers to the two questions in groups of 4.Show the questions on the screen.1. What would you miss most if you went into hiding like Anne and her family? Explain why.2. How would you describe Anne’s feelings as she was looking out into the night sky?T: Now who’d like to answer question 1? Volunteer!S1: I missed my school most because I was eager to get more knowledge and I had studied there for many years with my teachers and classmates.S2: I missed some public places such as amusement parks, gardens, museums, and zoos. I could enjoy myself and played happily and freely like other children.S3: I missed the department store most because I could buy whatever I wanted, like excellent toys, beautiful clothes and delicious food. I could live a happy life again.S4: I missed my relatives and friends very much. I felt extremely lonely in this strange hiding place. I needed them to support and encourage me to get through the hard time.T: Excellent! I think you’ve understood Anne’s deepest feelings and thoughts. The second question?S5: Anne and her family had to live the life of wandering about and departing from the world. She felt very lonely and sad, so she was just able to make a friend with her diary.S6: She worried that her family couldn’t escape from the clutches of the devil at last. They were at the danger. It was probable for them to be discovered at any time.S7: She was very angry with the crimes for the Nazis to oppress the Jewish and make them suffering the extreme misery and hardship. She also hated wars and terrors very much.S8: She longed for peace, freedom and happiness with the common ideal and wish of the whole world people.S9: She grew very tired of the life without freedom and felt helpless because she could do nothing but to hide away, having her heart in her mouth and living in fear of being caught.S10: She wondered what she could do to change the unhappy situation, but she daren’t face the fact because shewas frightened to suffer cruel persecution, not having the power of resistance.T: Excellent job. You have understood the feelings of Anne.Step VI HomeworkShow the following on the screen.1. If you had been Anne, what have you done at that time? Discuss what attitude on earth the wide oppressed people should take towards the powerful Nazis, choosing inactive and passive waiting for death, or uniting actively to face the reactionaries and fight against them bravely?2. Retell the text using about 100 words.Notes:1) Use the first person to retell the passage.2) Try to use proper prepositions and conjunctions.3) Make use of the chart above while retelling.3．Prepare for the reading task on Page 44 and think about what different ways of showing friendship are in Hawaii.4. If possible, read the book “Anne’s Diary”published either in English or Chinese.Passage Analyzing篇章分析I 课文图解Text ChartRead the text, and then fill in the chart.Anne’s best friendThe possible version below can be used as a material for both retelling and dictation.One possible version:I lived in Amsterdam in the Netherlands during World War II. My family was Jewish, so we had been hid away fora year and a half in order not to be caught by the German Nazis. During that time I hadn’t been able to be outdoors for so long that I had grown so crazy about everything to do with nature. Once, I decided to look at the moon at midnight. But I didn’t dare to open the window to see the night face to face because I was afraid of being discovered by the Nazis. I felt very lonely without seeing my old friends. So I had to make a new true friend, my diary Kitty, whom I could tell everything to. Unfortunately, at last my family was discovered and caught by theGerman Nazis half a year later.III 德育渗透Moral EducationTeacher can guide the Ss to understand the text deeply, making the Ss to realize that wars and cruelty will bring incomparably grave disaster. Arouse the Ss to love peace, hate wars and establish the correct outlook on life, which has great realistic meaning. Call on every student tojoin the League and agree to and fully support the leadership of the Communist Party from now on. Cherish and safeguard the peaceful and stable political situation. Unite with the whole world people who love peace in order to abolish all the reactionaries thoroughly and realize the international communism in the end.IV 写作技巧Writing Techniques1. 写作特点Writing Characteristic1) Lead in the topic of friends and friendship by beginning with an imperative sentence so as to arouse the readers’strong curiosity and interest.2) Insert the form of a diary, using Anne’s diary “Kitty” as the second person to tell her deepest feelings. Reveal the inner world of the heroine by Anne Diary’s clarification and description of her detailed deep thoughts and emotions.3) Use the sharp contrastive plot, like two groups of expressions “a deep blue sky, the song of the birds, moonlight and flowers” and “the dark, rainy evening, the wind, the thundering clouds”, to express the heroine’s complicated and conflicting spirit mood of either scaring and hating the war and oppress, or longing for peace and looking forward to happiness.1) 用设问句引入日记成为好友这一主题，引起读者强烈的好奇心和阅读兴趣。
人教版高中英语必修第一册 《Unit 1：Friendship》教案
人教版高中英语必修第一册 《Unit 1：Friendship》教案一、教学目标1.知识目标o学生能够掌握与友谊相关的重点词汇，如 “friendship, upset, ignore, concern” 等。
o学生能够理解并运用描述友谊的常用句型和表达方式。
2.技能目标o学生能够听懂有关友谊的简单对话和独白，获取关键信息。
o学生能够阅读并理解关于友谊的文章，把握文章主旨和细节。
o学生能够用英语谈论自己对友谊的理解和经历。
o学生能够写一篇关于友谊的短文，表达自己的观点和感受。
3.情感目标o引导学生珍惜友谊，树立正确的交友观。
o培养学生关心他人、理解他人的情感态度。
二、教学重难点1.教学重点o重点词汇和句型的掌握与运用。
o对课文内容的理解和对友谊话题的深入探讨。
2.教学难点o如何帮助学生用恰当的英语表达自己对友谊的复杂情感和观点。
o引导学生理解文中人物的心理变化和情感发展。
三、教学方法1.情景教学法：创设友谊相关的情景，让学生身临其境。
2.问题驱动法：通过提出问题，引导学生思考和探究。
3.合作学习法：组织学生进行小组合作，共同完成学习任务。
四、教学过程（一）导入（5 分钟）1.播放一首关于友谊的英文歌曲，如《Auld Lang Syne》。
2.提问学生：What do you think of when you hear this song? Can you share a story about friendship with us?（二）词汇学习（10 分钟）1.展示本单元的重点词汇，通过图片、例句等方式进行讲解。
2.进行词汇练习，如单词拼写、词义选择等。
（三）阅读前活动（5 分钟）1.让学生看课文标题和图片，预测文章内容。
2.提出一些引导性问题，如：What might the passage be about? Who might be involved in the story?（四）课文阅读（15 分钟）1.学生快速阅读课文，回答一些概括性的问题，如：What is the main idea of the passage?2.仔细阅读课文，完成细节理解的任务，如回答具体问题、判断正误等。
高中英语人教版必修1Unit1FriendshipReading教案(系列五)Word版
必修一Unit1 friendshipWarming Up, Pre-readingTeaching goalsKnowledge goalsUnderstand the main idea of the text and master the important words and phrases.Ability goals1.Understand the surface information by filling in the table2.Enable students to learn the background of the storyEmotional goalsEnable Ss to find find the importance of friendship.Teaching difficult and important points1.Understand why Ann made her diary the only true friend?2.How would you describe Ann’s feelings while she was lo oking out into the night sky?Teaching methods1.Scanning ,skimming and Detail reading2.Ask-and-answering between the teacher and the students3.Interaction among individuals, pair-work and group-workClass-exerciseQuestion 1 deal with how thoughtful you are towards others. The scoring reflects your concern for others. So one point for A gets the lowest score because it is the most selfish response. B get the highest score because it show a concern for your friend as well as your wish to go to see a film. C gets a slightly lower score because although it shows you want to go with your friend (because you change the plan), you do not help your friend.Question 2 is concerned with fairness. A gets the lowest score because you are not giving your friend another chance to behave better this time. B gets a higher score because you let your friend borrow the camera again. This shows kindness and forgiveness or the trouble you had when it was returned broken. But you are not balancing his heeds against your own. That is why C gets the highest score. You are showing your friend that you will trust him/her with the camera again but this time you are giving him / her rules in case it gets bro ken.Question 3 deals with your concern for others. A get the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend. This is not responsible. You have things that you need to do. Of course your friend is important but not more important than you responsibilities. B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too. But it does not show any real interest in his / her problem. C get the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too.Question 4 is concerned with responsibilities to a friend. A provides the correct amount of responsibility to your friend. You recognize that it was your fault and will put it right an d pay for the damage. So it gets the highest score. B provides some understanding that you are responsible. You put the situation right but you do not pay for the damage yourself. So it does not get the highest score. C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour.Question 5is concerned with honesty. If you let your friend look at your paper or somebody else’s paper, you are helping them to cheat. That is not honest, so answers A and C get no marks. But it takes courage to tell your friend that they should have studied and that they cannot look at your paper. That is also the honest answer. So you get 6 points for B, which is more than any other in the quiz.语法填空：Anne’s sister, Margot was very __________ that the family had to move . She found ________difficult to settle and ______ ________ in the hiding place because she was __________ _________ whether they would be discovered. She knew she had to _______ _ her parents and __________ ____ this was necessary. At first she thought she would go _________ but later she realized that it was better to _____ ___________ this together.（重点班和实验班直接使用，平行班和A段班老师可适当提示）教学反思。
高中英语人教版必修1Unit1FriendshipReading教案(系列一)Word版
必修一Unit1 friendshipWarming Up,Pre-reading1. Teaching objectives:1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;2) To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;2. Teaching method:Task-based teaching3. Teaching procedures:Step 1 Pre-reading1) Please enjoy three pieces of music and find out what they are about.2) Does a friend always have to be a person? What else can be your friend?3) What do you know about the World War II?4) Background introductionStep 2 Fast reading1) Who is Anne?Who/What was Anne’s best friend?When and where did the story happen?2)Fill in the form below.Reading“Anne’s Best Friend”1. Teaching objectives:1). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.2). To learn the writing style of this passage.2. Teaching method:Task-based teaching3. Teaching procedures:Step1. Careful Reading1. Answer the following questions:1) Why did Anne made her diary her best friend?2) What is an ordinary diary like according to Anne?What about her diary?3) Why was she so crazy about things to do with nature?4) Why did she stay awake on purpose until very late one evening?5) Why didn’t she dare open the window when the moon was too bright?6) How do you understand the expressions “spellbound” and “held me entirely in their powder”?2. Skim the text and summarise the main idea of each paragraph in one sentence.Step 2 Post-reading1. Comprehending exercises (on paper)2. Discuss what kind of feelings of Anne the following words from the letter imply.Step3. ActivityFour students a group to discuss the situation:Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.What will you take? Why?How will you spend the 3 months?How will you treat each other and make friends ?Step4. Homework1.Review the important words, phrases and difficult sentences in the text and make sentences using the words given by the teacher.2.Finish Ex.1-3 on p4.。
高中英语人教版高一必修1教案：_unit1friendship_reading_教案(系列四)
必修一Unit1 friendshipWarming Up, Pre-reading教学重点Get the students to learn different reading skills.教学难点Get the students to learn different reading skills for different reading purposes.教学方法1. Task-based teaching and learning2. Cooperative learning3. Discussion教具准备The multimedia and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn the following useful new words and expressions: reason list share feeling Netherlands German series outdoors crazy nature purpose dare thunder entirely power according trust indoors share. . . with. . . go through hide away set down a series of be crazy about on purpose in order to in one’s power face to face according to2. Help the students to find the words and phrases that they find most difficult and help them to understand.Ability aims:Help the students develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming, scanning and so on.Emotional aims:Enable the students to realize the importance of friends and friendship, value the friendship between friends by learning the reading text and tell true friends from false friends in their lives.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Ask some students what a friend is.→Step 2 Lead-inEnjoy the song That’s What Friends Are For with the students. Ask the students to find out what it is about.→Step 3 Pre-readingAsk the s tudents the following questions so as to begin to focus students’ attention on the main topic of the reading passage.1. Why do you need friends? Make a list of reasons why friends are important to you.2. What do you think a good friend should be like? List the good qualities a good friend should have.3. Does a friend always have to be a person? What else can be your friend?4. Have you ever considered making friends with animals, plants or even an object? Why or why not?(The teacher can also tell students some background before starting to read. This is a true story. It took place in Amsterdam, Holland in the early 1940s after German Nazis had occupied most of Europe. They killed many Jews. To avoid being killed, some Jewish families went into hiding, often with the help of non-Jewish friends. This is what Anne’s family did. )→Step 4 Reading1. Get the students to try to guess what Anne’s friend was and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it.2. Get the students to skim the first two paragraphs to confirm their guessing.3. Have the class to read the passage silently and then ask them to answer the following questions.1) What was Anne’s best friend? Why did she make friends with it?2) Did she have any other true friends then? Why?3) What is the difference between Anne’s diary and those of most people?4) Do you keep a diary? What do you think most people set down in their diaries?5) We are going to read one of Anne’s diaries, but before reading, can you tell me what the diary is about with the help of one key sentence in the second paragraph?4. Reading Anne’s diary1) While reading, guess the meanings of “spellbound”, “hold me entirely in their power” from the discourse.2) After reading, ask the students how Anne felt in the hiding place and get them to give the two examples to show her feelings then.3) Choose the best answer according to the diary.(1)Anne made friends with her diary because______________.A. she didn’t like her other friendsB. she was a shy girlC. she trusted nobodyD. she didn’t have a chance to communicate with her friends(2)From the diary we can infer that______________.A. Anne was a girl who loves natureB. Anne was good at writing diariesC. Anne was longing for a normal life and she especially missed going outside and enjoying natureD. Anne had good observation in her daily life(3)Why did Anne and her family have to hide?A. Because they were not Germans.B. Because they were asked to do so.C. Because they did something bad.D. Because they were Jewish.(4)What is the author’s attitude towards Anne in this passage?A. Angry.B. Happy.C. Sorry.D. Disappointed.(5)What is Anne’s tone from her diary?A. Sad.B. Hopeful.C. DisappointedD. Angry.(6)What made Anne crazy about nature?A. Her interest in nature.B. She had no friends.C. She couldn’t get outdoors for a long time.D. She could do nothing but watch nature.Suggested answers:(1)D(2)C(3)D(4)C(5)A(6)C4) Ask the students to read the diary again and try to retell it. The retelling must include the information required below:Sample retelling:The diary by Anne, a Jewish girl, gave a glimpse of her life during her family’s shelter in Amsterda m from the German Nazis’ killing in the Second World War. She treated the diary as her best friend, and in it she revealed her longing for a normal life and close contact with nature, which helped her get through the days.→Step 5 Reading aloudPlay the tape of the passage for the students to listen and follow. Make sure the students phrase long sentences correctly by pausing at suitable places.→Step 6 Post-reading1. Get the students to do the exercises in the part Comprehending.This part helps students further understand the text by doing multiple choices, questions and answers, and matching.2. Group workThink about and work in groups to discuss the following questions.1) What would you do if your family were going to be killed just because they did something the Emperor did not like?2) Where would you plan to hide?3) How would you arrange to get food given to you every day?4) What would you do to pass the time?→Step 7 Consolidation1. Books shut. Get the students to tell something about Anne.2. Books open. Get the students to discover useful words and expressions from the part Reading to complete the following sentences.Show the exercises on the screen or give out exercise papers.1) She has grown______________ about computer games.2) Was it an accident or did David do it on______________?3)From the beginning, Paul made it clear that he would be______________(完全地) in control.4) He used to work______________ even in the middle of winter.5) ______________ get her boyfriend to find her, she______________ for many years.6) ______________ what he said, we can draw a conclusion that he just told______________ white lies.7) Born in a poor family, the president______________ lots of hardships in his childhood.8) A diary is often kept to______________ what happens in people’s daily lives.9) When they met with each other on a quiet evening at the end of the street, they said nothing______________.First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.Suggested answers:1)crazy2)purpose3)entirely4)outdoors5)In order not to, hid away6)According to, a series of7)went through8)set down9)face to face→Step 8 Homework1. Read the passage again and try to retell it.2. Finish off the related Workbook exercises.3. Write one or two sentences to express your understanding of friends and friendship.Ending Let’s listen and sing the song That’s Wha t Friends Are For together设计方案（二）→Step 1 Revision1. Check the homework exercises.2. Ask some students what a friend is.→Step 2 Lead-inEnjoy the song That’s What Friends Are For with the Ss. Ask the students to find out what it is about.→Step 3 Pre-readingAsk the students some questions so as to begin to focus students’ attention on the main topic of the reading passage.→Step 4 Reading1. Get the students to try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it.2. Get the students to skim the first two paragraphs to confirm their guessing.3. Have the class to read the passage silently.4. Reading Anne’s diary1) Ask the students how Anne felt in the hiding place.2) Guess the meanings of “spellbound”“hold me entirely in their power” from the discourse.3) Ask the students to read the diary again and try to retell it.→Step 5 Reading aloudPlay the tape of the passage for the students to listen to and follow.→Step 6 Post-reading1. Get the students to do the exercises in the part Comprehending.2. Get the students to work in groups to have a discussion of ideas.→Step 7 Consolidation1. Books shut. Get the students to tell something about Anne.2. Get the students to discover useful words and expressions from the part Reading.→Step 8 Homework1. Read the passage again and try to retell it.2. Finish off the related Workbook exercises.3. Write one or two sentences to express your understanding of friends and friendship. Ending Let’s listen and sing the song That’s What Friends Are For together.板书设计Unit 1FriendshipAnne’s Best FriendParagraphs Main Ideas Useful words and expressions Paragraph 1 Anne made her diary her best friend whom shecould tell everything.Feeling go through. . .Paragraph 2 Anne’s diary acted as her true friend during the timeshe and her family had to hide away for a long time. hide away set down a seriesof. . .Anne’s diary Having been kept indoors for so long, Anne grew socrazy about everything to do with nature. crazy nature on purpose in order to dare face to face. . .活动与探究Go to your school library or surf the Internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. Then share the pieces and your feelings with the whole class. The purpose of this activity is to encourage students to make use of libraries and the Internet to enlarge their reading and enrich their knowledge. It can also make students understand more about the reading passage in this unit.One of Anne’s Diaries:Saturday, 15 July, 1944“For in its innermost depths youth is lonelier than old age. ” I read this saying in some book and I’ve always remembered it, and found it to be true. Is it true then that grownups have a more difficult time here than we do? No.I know it isn’t. Older people have formed their opinions about everything, and don’t waver before they act. It’s twice as hard for us young ones to hold our ground, and maintain our opinions. . .Anyone who claims that the older ones have a more difficult time here certainly doesn’t realize to what extent our problems weigh down on us, problems for which we are probably much too young, but which are continuous, until, after a long time, we think we’ve found a solution, but the solution doesn’t seem able to resist the facts which put it to nothing again. That’s the difficulty in these times: ideals, dreams, and cherished hopes rise within us, onlyto meet the terrible truth and be destroyed.It’s really a wonder that I haven’t dropped all my ideals, because they seem so unbelievable and impossible to carry out. Yet I keep them, because in spite of everything I still believe that people are really good at heart. . .。
个人教学设计模板[unit1 friendship reading 教学设计(人教版)]
![个人教学设计模板[unit1 friendship reading 教学设计(人教版)]](https://img.taocdn.com/s3/m/5b87ddd1e87101f69f31959c.png)
1，get the students to learn the follwing useful new words and expressions;reason list share feelingNetherlandsgerman series outdoors crazy nature ppurposedare thunder entirely power according trust indoors share---with---.;
3,the students toபைடு நூலகம்skim the first two paragaphs to confirm their gussing
4,students discuss the ideas
让学生学会利用互联网动手收集信息，处理信息，用所学语言去实践，提高自学，解决问题，培养语言意识，达到语言用运能力，锻炼学生听说读写的语言能力
五、教学策略选择与信息技术融合的设计（针对学习流程，设计教与学的方式的变革，配置学习资源和数字化工具，设计信息技术融合点）
教师活动
预设学生活动
设计意图
1,check the homework exercises,
2,Ask sonme students what a friend is.
3,let the students listening the song“that”swhat friends are for with the students.
2.help the students to find the words and phrases that they most diffcult and heip them to understand.
unit-1-Friendship-Reading教学设计
教学设计设计说明teacher the subordinate, the teaching strategies adopted are: situatio nal la nguage teach ing strategy, tasked-based teach ingstrate and com muni cative lear ning strategy.教学过程教学环节（注明每个环节预设的时教师活动学生活动设计意图1. Stepl Warming-up andpre-readingTask 1: lead in (4mins)Because it is the first class in senior high school,so,l will make aself-introduction first. Then invite some stude nts to in troduce themselves, based on their in troduct ions, raise some questi ons such as: Do you have any old frie nds in this new school? Have you made some new frie nds here? What good qualities should a good frie nd have?Task2: Discuss the questionSn the pre-reading part(5mins)The stude nts were divided in group of 4 and let them discuss the questi ons.2.Step2 While-reading Task 1 Scanning (6mins) Let the stude nts sca n the passage an( do the exx1,2 by in dividual or pair work and get the gen eral idea of the text.Task2 Careful reading(16mins)Makeself-i ntroduction about their name, age,hobbies andanything theylike to in troduceand the n answer the questions brought upby the teacher.Each of thegroup selectsone stude nt toshare theiropinions withthe whole class.Stude nts usethe readi ng skilli sca nning tofinish theexercisecooperatively.Find out theLead intothe topicquickly andarouse theirin terest totheir newclassmatesand theread ingtext.Make agood foundati on andpreparation for theread ingpart Trainthestudents 'skill of getting the general idea.To train thestude ntsLet the stude nts read the passage carefully and find out the difficult expressi ons and senten ces, and help them to an alyze. Then bring forward some questio ns about the detailed information of the text.1. Why did the win dows stay closed?2. How did Anne feel about n ature? Do you thi nk it cha nged before she had to stay in the small room? Why?3. What do you thi nk of Annes'experie nee?Task 3 Listening and Reading alouc (3mins)1. After the stude nts have fullyun derstood the passage, let them to liste n to the tape and read aloud. 2. let the stude nts to enjoy and En glish song about Frie ndship.3. Step 3 Post-reading (8mins) Task: discussionLet the stude nts discuss and describe what they have lear ned in the passage and it can contain everyth ing they can think of.difficultLan guagepoints andsenten ces. Andthe n work ingroup to discussthe questio ns.Liste n to the1 tape and readtoit.Stude ntsdiscuss in groupand severalstude nts、will be in vitedzto share theiropinions withthe whole class.careful reading skillsand formthe ability ofacquiri ngand an alyzing informati on.Get thestude ntspreparedfor thepost-reading output.Give thestude ntsthe opportunity tomakein-timeoutput andcon solidatewhat theyhave learnt.课堂小结2分钟Make a con clusi on about the new words and expressi on and deepe n th significant of friendship and the right attitude of dealing with relati on ship with frie nds.。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
《教学设计》基本格式英语学科高一英语备课组组员（签名）：一、教学内容（课题）Unit 1 Friendship二、本课在教材中的地位和作用★★1.所在的课程模块：Module one2.对课标的理解与把握英语的新课程标准是根据语言学习的规律和义务教育阶段学生的发展需求，从语言技能、语言知识、情感态度、学习策略和文化意识等五方面设计课程总目标和分级目标的。
这五个方面相互联系，相辅相成，使英语课程既重视学生的语言基础知识和基本技能，也注重优化学习过程，引导学生形成有效的学习策略和一定的文化意识，培养积极向上的情感态度和价值观。
3.教学内容深度分析“友谊”自古就是人们的永恒话题之一，本单元的中心话题就是“友谊”，该单元几乎所有的内容都是围绕这一中心话题展开的。
Warming up部分通过一个问卷调查的形式，让学生对于日常生活中朋友之间可能发生的真实问题以及如何解决这些问题有所了解。
Pre-reading部分设计了三个问题，一方面引导学生对“友谊”和“朋友”这两个概念进行思索；另一方面让学生知道友谊不仅仅存在于人与人之间，日记之类的东西也可以成为人们的朋友。
Reading节选了《安妮日记》的一部分，全部内容可分为四大部分：1.谈论有关朋友的事情；2.简单介绍安妮的一些情况；3.为什么安妮把日记当作自己最好的朋友；4.赏析部分《安妮日记》。
Comprehending部分主要是对课文的细节进行了解，共设计了4种形式的练习。
第一部分是连句的形式；第二部分是回答问题的形式；第三、四部分是展开想象。
Learning about Language分两部分：一是巩固文中的词汇，共设计了四个题型：1. 对单词的英英解释；2. 用第一题以及Warming up中的一些单词和短语完成短文；3. 用Warming up和Reading词的正确形式完成句子；二是学习语法知识—直接引语变间接引语，并进行操练。
Using Language集听、说、读、写于一体。
通过读两封信、听一段对话、设计调查问卷、写信以及趣味写作，给学生提供了探索认识友谊的空间，如通过现实生活中被朋友误解、没有朋友等各种具体的问题，使学生对于友谊有了更进一步地理解。
三、学情分析1.学生已有的知识与能力高一年级的学生已经在初中阶段的英语学习中积累了一定的词汇基础，并掌握了一些简单的学习策略和技巧。
2.学生存在的困难及问题尽管学生掌握一定量的词汇和英语表达式，但是缺乏表达的勇气，普遍学生不愿意开口说英语。
四、教学设想（教学方法、学法指导）★★★★★根据高中生的心理特点，宜采用形式多样的教学方法和学生积极主动参与的学习方式来激发学生的学习兴趣，让他们在学习中学会参与，在参与中学会学习。
因此本课采用以下几种教学方法。
（1）任务型教学法（2）小组合作学习法五、教学目标★★★1.知识与技能1.to talk about friends and friendship, and interpersonalrelationship2.to practise expressing attitudes, agreement anddisagreement, and certainty3.to master some sentences about giving advice4.to learn to use the Direct Speech and IndirectSpeech(1): statements and questions5.to learn about communication skills2.过程与方法6.to develop listening skills by doing exercises in listeningtask7.to develop speaking skills by finishing the speaking taskand other activities like discussion and oral practice8.to develop reading skills through the reading materials inthis unit9.to learn to write a letter of advice3.情感态度与价值观10.to know about friend and the real meaning of friend11.to learn how to get along with others12.to arouse the interest in learning English13.to learn to express their feeling of friends andfriendship五、教学重点★★★1.How to improve students’speaking and cooperatingabilities2.Learn to use the Direct Speech and IndirectSpeech(1):statements and questions3.Master some words and expressions六、教学难点★★★1.train the students’speaking, listening, reading andwriting abilities2.how to improve students’ cooperating abilities八、教学准备★★★1.教学资源（教辅资料）2.教具准备（1）多媒体设备（2）课件3.课前预习预习课文内容，把不懂的内容写在作业本上并上交。
九、课时安排1课时十、教学程序设计★★★★★(Period 1: Warming up)1.教学问题（活动）设计：问题（活动）一：导入播放歌曲Auld Lang Syne（友谊天长地久），以此来引起学生的兴趣和共鸣。
设计的意图：用英语歌曲来导入话题，不但可以达到快速导课的效果，同时也能引起师生对友谊的共鸣，激发学生的求知欲。
问题（活动）二：讨论小组讨论：让学生就下面几个问题进行小组讨论。
1.Do you need friends? Why or why not?2.Do you think friendship is important in your life?Why do you think so?3.What do you think a good friend should be like? Listthe good qualities a good friend should have.4.The qualities of a person who cannot be a friend ofothers easily.设计的意图：让学生通过对这三个问题的讨论，思考友谊在生活中的地位、作用及品质，在小组中学会与他人合作，学会倾听他人的意见，同时在交流活动中输出关于人的品质的目标语。
问题（活动）三：完成调查报告Do the survey on P1 by yourself.设计的意图：训练学生的基本阅读能力和反思能力，使学生体验语境和实践语言。
问题（活动）四：Match the words让学生完成一份连词活动表，巩固所学。
设计的意图：让学生通过连词活动，巩固新学单词，为接下来的阅读做铺垫。
2.课后作业设计Write a short passage about your best friend.十一、板书设计(Period 2: Reading)1.教学问题（活动）设计：问题（活动）一：导入引用谚语，向学生传达人们对朋友和友谊的看法，以此来引起学生的兴趣和共鸣。
A life without a friend is a life without a sun.A friend in need is a friend indeed.设计的意图：用几句英语谚语来导入话题，不但可以达到快速导课的效果，同时也能培养学生积累英语的习惯。
问题（活动）二：Pre-reading 读前小组讨论：让学生就下面几个问题进行小组讨论。
1.Why do you need friends? Make a list of reasonswhy friends are important to you?2.What else can be our friends besides humanbeings?3.Look at the title and skim the first paragraph of thetext to find out what Anne’s best friend is.设计的意图：这三个问题是对阅读内容的铺垫，学生在阅读过程中将自己的观点和文章内容进行对比，达到阅读前的充分准备。
问题（活动）三：While-reading 读中（1）Skimminga.先向学生介绍skimming的方法和技巧。
b.让学生阅读非日记体部分的内容，介绍这篇文章的写作背景。
c.让学生快速浏览安妮的日记，了解文章的中心内容，鼓励学生先列出一些关键词。
（2）Scanning学生利用scanning的阅读技巧，完成课本第3页的第一题练习题。
（3）Careful reading学生仔细阅读全文，并回答以下问题。
1.About how long had Anne and her family been inthe hiding place when she wrote this part of herdiary?2.How did Anne feel about nature before she and herfamily hid away?3.Why do you think her feelings changed towardsnature?4.Why did Anne no longer just like looking at natureout of the window?设计的意图：训练学生的基本阅读能力和技巧，以及获取和处理信息的能力。
问题（活动）四：Post-reading 读后Imagine you have to go into hiding like Anne and her family. What would you miss most? Give your reasons.设计的意图：使学生体验语境和实践语言。
通过反思自身的生存状态，他们会懂得更加珍惜生活和保持乐观向上的生活态度。
2.课后作业设计Retell the story.十一、板书设计(Period 3：Language Points)1.教学问题（活动）设计：问题（活动）一：导入Yesterday we have read Anne’s diary and know why she felt spellbound when she saw the nature. I want to ask SS to answer some questions concerning about the diary.设计的意图：用通过回答老师的问题，促使学生回顾所学，为学生提供输入目标语的机会，同时也能培养学生大胆说英语的习惯。