【K12学习】人教版高中英语必修一unit1reading教案
人教课标版高中英语必修1Unit1_Reading_优教教学设计
Unit1 Reading 优教教学设计（二）Reading: Anne’s Best Friend教学过程Step 1 Warming UpBackground song: Auld Lang SyneT: Class begins!Ss: Good afternoon, Mr. Yi!T: Good afternoon, class. Sit down, please! Nice to meet you.Ss: Nice to meet you, tooT: This class we’ll talk about friendship. When I said “Class begins”, most of you felt nervous. Then what class should be? Are you interested in class?Ss: Yes.T: Classes should be close to true daily life and you could show your true opinions. Classes should be full of good dreams and wishes. Classes should be beneficial to society. “Be beneficial to” means “be good for”.Ss: Yeah.T: Let’s come to Unit 1, Friendship. Period 2, Reading. Just now, you have listened to the beautiful song. Do you like it?Ss: Yes.T: What’s the name of the song? Auld Lang Syne. In Chinese友谊地久天长．It was the theme song of the famous film Waterloo Bridge. If you want to know more about it, you can surf the Internet. Do you think friendship is very important?Ss: Yes.T: There are many songs about friends or friendship. Can you tell me your favourite one? Which one do you like best?Ss: Yeah, Friends by Zang Tianshuo.T: Good. And there’s also another song about friends. It is a song by Zhou Huajian. Zhou Huajian says “Friends are a cup of wine. If you have more friends, you have more roads. Maybe fri endship should be brotherly care.”T：（dealing with some new words and phrases 领读方式，和学生一起探讨）Brotherly Care: (be) concerned aboutNotice: not ignoreHappiness: keep me spellboundWater: calm downFriendship is water. When you are angry, your friend may come as water, which is to calm you down. No one can go without water even one day.Fire: courageFriendship is fire. It will encourage you.Step 2 Pre-readingT and Ss (show some pictures and discuss together with the students): 高山流水觅知音。
人教版高中英语必修一unit1 reading 教案
Teaching Contents: The lesson is a passage about Anne's Best Friend Teaching Objectives: Knowledge Objectives: (1) Students are able to find out the main idea and the details of the passage. (2) Students can learn some background about Would War ll Ability Objective: (1) By reading the passage, students' reading ability of skimming and scanning can be improved. Emotional Objective: (1) After the class, students can cherish peace. Teaching Key and Difficult Points: (1) Teaching key point: Students can find the main about the passage and list some details. (1) Teaching difficult point: Students can train their reading skill and they can use this topic in their daily life. Step1: Pre-reading (1) The teacher will give a VCR about the tragic life of the Jews during Would War ll (Justification: VCR can give Students a more intuitive feeling. Though watching VCR, they can know what they will learn in this class and their curiosity will be stimulated.) Step2: While-reading (1) Skimming The teacher will ask Students to read the whole passage quickly to get the main idea, then ask someone to share it with the whole class. (Justification: To help Students understand this passage in short time so that they can improve their Skimming skill.) (2) Scanning The teacher will ask Student to read the passage again finish the blank: 1. Anne kept a diary because 2. She felt very lonely because 3. They had to hide because 4. Anne named her diary Kitty because After that, ask them to discuss the following questions : question1: About how long had Anne and her family been in the hiding place when she wrote this part of her diary? question2: How did Anne feel about nature before she and her family hid away? question3: Why do you think her feelings changed towards nature? question4: Why did Anne no longer just like looking at nature out of the window? (Justification: Filling in the blank can help Students understand the passage better. The discussion can not cultivate their cooperation sense but also stimulate their imagination.) Step3 : Post-reading (1) Retelling In this step, the teacher will invite two of them to narrate the passage in his or her own words standing on the platform. (Justification: Standing on the platform can give them much more confidence in expressing them. Narrating in their own words can train their concluding ability and deepen their impression of the content of this class. ) (2) Group Work Teacher give Students some questions: Imagine you have to go into hiding like Anne and her family. What would you miss most? Why? Add students can first dicuss them in groups, give their own opinions and choose a member to present their opinions to the whole class. (Justification: This step will pratice student's ability of speaking anf develop their spirit of cooperating with others.) Step4 : Summary and Homework Summary: The teacher summarizes what they have learnt in this class. Homework: Read the passage fluently and oay attention these important words. (Justification: Students can review and consolidat)
人教版高中英语必修一Unit1 Reading名师教学设计
【本课时教学设计】
步骤
过程
措施（教师活动与学生活动）
目的
持续性评价
DELC4
1
预备与激活先期知识
Step 1
Greeting and Leading in (4mins )
1. T: greets the class.
T: Do you think friends are important to us?
S: Yes, we all have friends.
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose
in order to face to face
2.语言能力目标：
（1）通过本节课的学习，学生能够熟练运用以下句型表达自己的观点和看法：
2.文章的生词较多，重点引导学生理解段落再分辨和归纳主题句。
教学难点：
1.由于日记节选部分取材于原汁原味的英文原著，语言非常真实、地道和自然，因此文章中出现的较多生词和复杂的句式会对学生理解产生一定阻碍；
2.输出部分要求学生在一定的情景中使用已学的表达
建
议
教
法
1.任务型教学法:让学生在课堂活动中获得知识。任务完成的过程，就是一个知识转化的过程。随着“任务”的不断深化，整个语言学习的过程会越来越自动化和自主化。例如教师可以引导学生带着问题阅读，如：What is a true friend like in Anne’s opinion? Why was she so crazy about things to do with nature? Why did she stay awake on purpose until very late one evening?从而了解文章的结构，熟悉文章的细节，从而培养学生的阅读理解能力。
英语必修一U1reading教学设计(含实践反思)
教学设计模板王海波聚焦教学重难点的信息化教学设计课题名称：B1U1 Reading-Anne’s best friend姓名：王海波工作单位：内蒙古赤峰市松山红旗中学学科年级：高一英语教材版本：人教版一、教学内容分析（简要说明课题来源、学习内容、这节课的价值以及学习内容的重要性）本本课为人教版教材必修一第一单元的内容；讲述的是二战期间，德国纳粹党占领荷兰之后，受迫害的主人公安妮和其家庭在躲避追杀的过程中用日记记录自己遭遇的故事。
本节课学生需了解有关二战的基本背景知识和当时犹太人的遭遇等等；通过阅读本课，学生可以获取文中关于安妮日记的事实性信息；总结安妮在躲藏前后对自然的不同感受，提升整合具体信息和推理判断能力；提升小组合作精神；分析安妮死亡的深层次原因，培养反对战争、崇尚和平、努力强国的情怀。
二、教学目标（从知识与技能、过程与方法、情感态度与价值观三个维度对该课题预计要达到的教学目标做出一个整体描述）1.了解有关二战的基本背景知识，掌握基本词汇与短语运用；培养基本阅读方法和技能；2.采用任务型教学、自主学习、小组合作学习相结合的教学方法；3.培养反对战争、崇尚和平、努力强国的情怀。
三、学习者特征分析（说明学习者在知识与技能、过程与方法、情感态度等三个方面的学习准备（学习起点），以及学生的学习风格。
最好说明教师是以何种方式进行学习者特征分析，比如说是通过平时的观察、了解；或是通过预测题目的编制使用等）通过平时的观察和教师个人预测，觉得学生对二战这一话题不是很擅长、也不是很熟悉，学生对二战的了解并不全面充分；但是作为高中生，学生们的正义感和爱国主义情怀强烈，学生们能够通过教师背景知识的输入，培养自己判断是非善恶的能力。
学生在课前能够对文本进行预习，对文本内容有所了解；由于班级一直在进行小组合作学习，所以在教学进行过程中，教师预测学生的参与度会很高。
四、教学策略选择与设计（说明本课题设计的基本理念、主要采用的教学与活动策略）依据任务型教学的理念，使教学活动紧紧围绕为学生设计的任务和活动展开，在任务和活动中使自主学习和合作学习相结合。
人教课标版高中英语必修1Unit1_Reading_优教教学设计(1)
Unit1 Reading 优教教学设计（三）设计思想新一轮高中课程改革把“为了每一位学生的发展”置于课程改革的核心位置，更新教育观念，优化教学方式，促进教师专业成长；并以提高学生的技术素养、促进学生全面而富有个性的发展为基本目标，努力培养学生的技术实践能力和创新精神；强调课程要为学生全面、和谐、健康发展服务，为学生的升学和就业作准备，并为学生一生的发展打下重要基础，培养学生具有终身学习的能力。
《普通高中英语课程标准（实验）》指出：高中英语课程的总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。
本单元的教学目标重在培养学生在语言技能、语言知识、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力。
所以，在设计此阅读课时重在培养学生的阅读策略、语感和学生在阅读过程中获取和处理信息的能力。
另外，在阅读教学过程中重视文化导入，从而完成文化意识及情感态度两方面的目标。
教材分析本堂课包括Pre- reading，Reading 和Comprehending 三部分。
它们是语言知识和文化意识的输入过程；是语言技能、情感态度和学习策略的培养过程，也是语言输出过程。
在整个教学过程中它是培养学生阅读能力的主要过程，教学重点为阅读技能的培养、交际能力的提高以及文化意识、情感态度的提升。
Pre-reading 部分结合学生自身有关朋友的经验和看法进行“读前”的说写活动，让学生带着悬念进行阅读，切合学生的心理。
Reading 部分（ANNE’S BEST FRIEND）以日记形式讲述了犹太女孩安妮的故事。
二战中为躲避纳粹的迫害，她和家人不得不藏身于荷兰阿姆斯特丹的一个小阁楼里，不能与外界接触，周围又没有可以推心置腹、与之深谈的朋友。
孤独之中她将日记作为朋友倾诉衷肠，在写日记的过程中寻求解决问题的办法。
必修一Unit1reading教学设计
必修一Unit1reading教学设计第一篇：必修一Unit 1 reading 教学设计M1 Unit 1 FriendshipReading : Anne’s Best FriendI.教学设计思路从总体上来说，本设计基于建构主义原理，采用任务型教学的方法，坚持以学生为主体的课堂教学模式，旨在使学生在教师少量的引导和组织下通过完成一系列相关的课堂活动，在回忆复习原有知识的基础上，进一步熟悉和学习有关“友情”这一话题，其中穿插进行情感教育，使他们更加了解友情的意义。
II.学生分析同学们刚刚迈进高中，对他们的了解还不深入，从中考成绩以及平时的观察，得知他们基础参差不齐，口语表达能力有所欠缺，但课堂纪律较好，课堂活动比较配合。
III.教材分析本文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，并把日记当作是自己的朋友，通过写日记来表达自己孤独和郁闷的心情。
在日记中她描述了自己对外面世界和大自然的渴望，以及由于自己的特殊身份而不能充分享受大自然赋予的一切。
通过阅读这篇课文，学生不仅要进行阅读技能的训练，学习新的词汇和短语，而且还要在阅读的过程中学习并欣赏英语语言的美感，感受主人公乐观自信的人生态度、纯洁美丽的心灵。
IV.教学目标 1．能力目标1.1通过课文一定程度上了解《安妮日记》的创作背景和安妮角色特征。
1.2简单描述人物由于环境变化而造成的思想感情的变化。
使用恰当的语言做简单描述，表达观点。
1.3在同学和教师的帮助下正确理解结构较为复杂的句子。
1.4掌握skimming 和scanning两种阅读技能，找出关键信息，并能在教师帮助下归纳阅读篇章中心。
2.目标语言2.1重点词汇和短语Netherlands, German, outdoors, thunder, entirely, power, curtain, dusty, go through, set down, a series of, on purpose, in order to, at dusk, face to face, no longer 2.2难句2.2.1 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.2.2.2 I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound.2.2.3 For example, one evening when it was so warm, I stayed awake on purpose until half past eleven in order to have a good look at the moon by myself.2.2.4 It was the first time in a year and a half that I’d seen the night face to face …3.情感目标3.1了解二战时期纳粹德国迫害犹太人的历史以及犹太人的悲惨命运。
英语人教版高中必修一(新课标)教案Unit1 Reading for Writing 教案
Unit 1 Teenage LifePeriod 5 Reading for Writing教材分析该板块设计了读写结合的活动，活动主题是“写一封建议信”(Write a letter of advice)。
阅读文本是一封青少年咨询师Susan Luo写给一位因朋友沉迷于电脑游戏和网络而担忧的青少年的建议信。
青少年思想活跃，渴望独立，在“幼稚”与“成熟”之间徘徊，所以在这个年龄段会面临各种问题。
该板块引导学生思考网瘾、早恋、孤独、与父母之间的代沟等问题，并讨论解决的方法，最终落实到一封建议信的书写。
旨在让学生能够体会到互相沟通、真诚相助的重要性，并能对照反思自己的行为，解决现实生活中出现的问题。
教学目标1. 能正确理解使用下列词汇：behaviour, generation, attract, focus, addict, adult。
2. 了解中外青少年在学习生活、课外活动和成长中可能面临的身心问题。
3. 熟悉并掌握建议信的常见结构，掌握提建议的常用表达方式。
4. 能够写一封针对解决青少年问题的建议信。
5. 能够客观、理性地分析青少年学习生活中的问题，并提出解决方案。
教学重难点【教学重点】帮助学生掌握建议信的常见结构和语言特征，并能写出一封语义连贯、结构清晰的建议信。
【教学难点】掌握建议信的语言特征并能够写出一封语义连贯、结构清晰的建议信。
教学过程Task Writing a letter of adviceStep 1 Reading1. Read the letter. Then answer the following questions:(1) What is Worried Friend’s problem?(2) What suggestions does Susan Luo give to Worried Friend?(3) Besides suggestions, what else does Susan Luo say in her letter?Step 2 Pre-writing2. Work on Activity 1. Students discuss the last 2 questions in groups.3. Work on Activity 2. Study the organisation and language features. Then summarize the expressions used to make suggestions.设计意图：该环节属于语言输入阶段，活动一关注阅读文本内容，活动二关注文本结构和语言特点。
人教版高中英语必修1 Unit 1 reading说课稿
Unit 1 Friendship -Reading一、教材分析1、这节课使用的教材是新课程标准实验教材高中英语必修1，这套教材是在任务型语言教学理念的基础上编写的，它以话题为主线，贴近学生生活，贴近真实的教学行为，它的语言教学理念是强调语言的运用，促进学生自主学习，发展学习的策略，培养创新精神突出实践能力。
2、本节课是第一元的第二课时，中心话题是友谊。
阅读（Reading）部分摘自《安妮日记》，讲述了犹太女孩安妮把日记作为朋友，倾诉自己内心感受的一段故事：二战中为躲避纳粹的迫害，她和家人不得不藏身于荷兰阿姆斯特丹的一个小阁楼里，不能于外界接触，周围又没有可以推心置腹，与之深谈的朋友。
孤独之中她将日记作为朋友倾诉衷肠，在写日记的过程中寻求解决问题的方法二、教学潜在对象的学情分析高中生注意力具有一定的稳定性，观察具有一定的目的性、系统性和全面性，初步完成了从具体思维到抽象思维的过渡，喜欢富有个性的教学设计，已不满足老师教材的简单重复与重现，同时自我意识增强，不但在乎别人对自己的评价更渴望得到关注和赞赏。
高一的新生应该有较强的表现欲望和求知的欲望，特别经过了中考总复习和新课改理念的熏陶和实践，已经具有一定的自主合作和探究的能力，具有了一定的英语语言知识和英语运用的能力，具备了用英语思考和表达的基本技能。
基于教学对象以上特点的思考，设计本课时，将以朋友的身份走近他们，用基础的语言启发他们，对教材进行个性化的整合处理，消除他们的心理障碍，以轻松谈话开始，以愉快的交流展开合作，以快乐的约定来结束本课。
三、教学目标与教学重难点根据《新课程标准》总目标的描述，结合高一学生实际和本课时的教学内容，按照知识与技能，情感与态度，过程与方法，将本节课的教学目标确定如下：①知识与技能：1.掌握重点词汇和短语feeling, German, series, outdoors, crazy, nature, purpose, dare, entirely, power, trust, indoors, suffer, teenager, habit, situation, advise, editor, communicatego through, set down, a series of, be crazy about, on purpose, in order to, face to face, according to, get along with, fall in love, join in, advise sb. on重点句子I stayed awake on purpose until half past eleven one evening in order tohave a good look at the moon for once by myself,I wonder if it’s because I haven’t been able to be outdoors for so ling that I’ve grown so crazy about everything to do with nature.2.通过skimming，careful reading ，generalization ，inference 等阅读技能训练，提高阅读能力和阅读技能，培养学生获取信息、处理信息、运用信息进行推理、判断的能力。
人教版高中英语必修一unit1 reading 教案
人教版高中英语必修一unit1 reading 教案unit1 readingTeaching Contents: The lesson is a passage about Anne's Best Friend Teaching Objectives: Knowledge Objectives: (1) Students are able to find out the main idea and the details of the passage. (2) Students can learn some background about Would War ll Ability Objective: (1) By reading the passage, students' reading ability of skimming and scanning can be improved. Emotional Objective: (1) After the class, students can cherish peace. Teaching Key and Difficult Points: (1) Teaching key point: Students can find the main about the passage and list some details. (1) Teaching difficult point: Students can train their reading skill and they can use this topic in their daily life. Step1: Pre-reading (1) The teacher will give a VCR about the tragic life of the Jews during Would War ll (Justification: VCR can give Students a more intuitive feeling. Though watching VCR, they can know what they will learn in this class and their curiosity will be stimulated.) Step2: While-reading (1) Skimming The teacher will ask Students to read the whole passage quickly to get the main idea, then ask someone to share it with the whole class. (Justification: To help Students understand this passage in short time so that they can improve their Skimming skill.) (2) Scanning The teacher will ask Student to read the passage again finish the blank: 1. Anne kept a diary because 2. She felt very lonely because 3. They had to hide because 4. Anne named her diary Kitty because After that, ask them to discuss the following questions : question1: About how long had Anne and her family been in the hiding place when she wrote this part of her diary? question2: How did Anne feel about nature before she and her family hid away? question3: Why do you think her feelings changed towards nature? question4: Why did Anne no longer just like looking at nature out of the window? (Justification: Filling in the blank can help Studentsunderstand the passage better. The discussion can not cultivate their cooperation sense but also stimulate their imagination.) Step3 : Post-reading (1) Retelling In this step, the teacher will invite two of them to narrate the passage in his or her own words standing on the platform. (Justification: Standing on the platform can give them much more confidence in expressing them. Narrating in their own words can train their concluding ability and deepen their impression of the content of this class. ) (2) Group Work Teacher give Students some questions: Imagine you have to go into hiding like Anne and her family. What would you miss most? Why? Add students can first dicuss them in groups, give their own opinions and choose a member to present their opinions to the whole class. (Justification: This step will pratice student's ability of speaking anf develop their spirit of cooperating with others.) Step4 : Summary and Homework Summary: The teacher summarizes what they have learnt in this class. Homework: Read the passage fluently and oay attention these important words. (Justification: Students can review and consolidate what they have learnt in this class. )。
人教版高中英语必修一unit1 reading 教案
人教版高中英语必修一unit1 reading 教案人教版高中英语必修一unit1 reading 教案Teaching: The la passage about Anne's Best Friend Teaching Objectives:wledge Objectives:(1) Students are abld out the main idea and the detailassage.(2) Students can leabackground about Would War llAbility Objective:(1) By reading the passage, students' reading abilg and scanning can be improvedal Objective:(1) Alass, students caaTeaching Key andDifficult Points:(1) Teaching: Students can find the main about the passage and ldetails.(1) Teaching difficult point: Students can traading skill and they can udaily l: Pre-reading (1) The teacher will give a VCR abouagic lws during Would War ll(Justification: VCR can give Students auitive feeling. Though watching VCRan know what they willlealass anduwill be stimulated.)2: While-reading (1)gThe teacher will ask Studad the whole passage quickly to gain idea, then aare it wwholecla(Justification: To help Students understand this passagaan improvg skill.)(2) ScanningThe teacher will ask Studad the passage agablank:Aa diary becau2lt very lonely becauThey had to hide becauAnne named her diabecauAfter that, adiscullowing qu:question1: About how long had Anne and her family bding place wwadiary?question2: How did Anne feel about nature band her family hid away?question3: Why do youlings changed towards nature?question4: Why did Anne no longer just like looking at nature ouwindow?(Justification: Fillingblank can help Students understand the passage better. The discussion can not cultivaabut also stimulaagination.):Post-reading(1) RetellingIacher will invite twarraassagwn words standingla(Justification: Standinglatform can givudxpressing them. Narratingwn words can traluding ability and dlass. )(2) Group WTeacher give Studquestions: Imagine you have to gding like Anne and her family. What would you? Why? Add students cadicugroups, givwanda membwhole cla(Justification: Twill pratice student's abilaking anf develating w): Summary and Homewummary: The teacher summarizes whaave lealaHomework: Read the passage fluently and oay aant words.(Justification: Students can review and consolidate whaave lealass. )。
高中英语必修一人教版：Unit+1+reading+教学设计-.doc
英语学科课时教学设计检查结果及修改意见：合格[ ] 不合格[ ]组长（签字）：检查日期：年月日精美句子1、善思则能“从无字句处读书”。
读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。
读大海，读出了它气势磅礴的豪情。
读石灰，读出了它粉身碎骨不变色的清白。
2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。
幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。
幸福是“零落成泥碾作尘，只有香如故”的圣洁。
幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。
幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。
幸福是“人生自古谁无死，留取丹心照汗青”的气节。
3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。
4、成功与失败种子，如果害怕埋没，那它永远不能发芽。
鲜花，如果害怕凋谢，那它永远不能开放。
矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。
蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。
航船，如果害怕风浪，那它永远不能到达彼岸。
5、墙角的花，当你孤芳自赏时，天地便小了。
井底的蛙，当你自我欢唱时，视野便窄了。
笼中的鸟，当你安于供养时，自由便没了。
山中的石！当你背靠群峰时，意志就坚了。
水中的萍！当你随波逐流后，根基就没了。
空中的鸟！当你展翅蓝天中，宇宙就大了。
空中的雁！当你离开队伍时，危险就大了。
地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。
朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。
人教课标版高中英语必修1Unit1 Reading 教学设计(1)
Unit1 Reading 优教教学设计（一）教学设计（一）Reading: Anne’s Best Friend总体设计This is the first reading period for students in senior high school, so how to get into a good habit of reading is very important. And the passage is suitable to guide students to learn the ways of reading: predicting, skimming, scanning and careful reading.Warming up is a survey for students to preview to know if they are good to their friends. After doing the survey by themselves, they should recite the passage written according to the contents of the survey. If so, they can learn to use some of the new words and expressions in this unit and at the same time they will know if they are a good friend.Pre-reading gives students a realistic idea of what a good friend is and what a good friend can do for others, which is the brainstorming for students.The reading passage titled Anne’s Best Friend with two pictures on Page 3 introduces students “who” Anne’s best friend was and her life during World War II. Its structure is good for students to practice the ways of reading: predict what the text is about according to the title and the two pictures; read Para.1 and the first two sentences of Para.2 to skim the main idea of the first part; read the whole text quickly and scan the detailed information of the text; read the text carefully and answer the questions to understand the text, which is intensive 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.教学目标1. To help students understand and use the following words and expressions: add up, upset, calm. . . down, be concerned about, walk the dog, set down, a series of, outdoors, on purpose, in order to, at dusk, face to face2. Translate the sentences to understand the sentence patterns.①There was a time when...②I happened to (be upstairs)...③It was/is the first time that...④It’s no pleasure looking through these any longer...3. To instruct students to retell the text to understand the life of Anne during World War II.教学重点1. Improve students’ reading ability.2. Help students to understand the text.教学难点How to help students to understand the sentence patterns.教学用时One period教学方法Task-based approach, communicative approach.教学过程Step 1 Lead-in（设计意图：通过讨论“我们为什么需要朋友”，引出课文话题，激活学生的思维，复现和使用Warming Up 中的短语。
人教课标版高中英语必修1Unit1 Reading 教学设计
Para3. It's no pleasure looking through these any longer because nature is one thing that really must be experience.
（2）了解“Friends and friendship”这一话题，使学生感受主人公Anne乐观自信的人生态度和纯洁美丽的心灵。
4.思维目标
通过阅读让学生了解阅读过程中有很多阅读障碍，但是可以通过调整心态和注意力，读懂细节，推测隐含内容，从而掌握大意，获取所需信息。
教学重点：
1.文章的背景是二战期间犹太人被迫害的历史，重点引导学生结合当下去珍惜现在美好生活；
教
学
目
标
1.语言知识目标：
通过对阅读文本的学习，要求本堂课后学生能熟练使用以下词汇、短语：
add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power
7.T: How would you describe Anne’s feelings as she was in hiding? Do you understand why Anne regarded her diary as her best friend now? Why?
人教版高一英语必修一unit1 Reading 教案
1.谚语：a friend in need is a friend indeed 患难见真情A friend is like a second self. 朋友是另一个自我。
2.词汇练兵--从积极和消积的方面讨论朋友Positive: honest, friendly, open-minded, generous大方的，helpful, patient耐心的, good-tempered好脾气的, trustworthy可信任的, careful, full of love, caring, responsible有责任感的，brave, easygoing随和的, outgoing 好交际的, warm-hearted, kind, selfless无私的, tolerant宽大的, intelligent聪明的Negative: selfish自私的，tricky狡猾的, dishonest, bad-tempered, mean小气的, impatient, narrow-minded 心胸狭窄的, lazy, gossipy3.故事性文章阅读技巧：when\where\who\what\why\how1 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.What and how:1 Anne Frank and her family hid away for___A over a yearB over two yearsC three yearsD one year and a half2 According to Anne ,a true friend is a person___A that would laugh at youB who makes you happyC whom you can trustD who could save your life3 Anne said that she had grown crazy about nature because___A her interest in nature had grownB she had always been soC she had been outdoors too longD she had been indoors too long4 She didn’t dare open the window when the moon was bright .That’s because___A they might be discoveredB her family might bedisturbedC it was very coldD a thief might get into the room5 Anne and her family were caught by German Nazis___A about June 1945B about February 1945C about December 1944D about November 19441. The news quite u_____ him.2. We are all c_______ about / for your safety.课文要点(模块)Ⅰ.课文词汇等填空（旨在复习本课文中的单词拼写和主要词语等）根据课文内容完成下面语法填空，注意单词拼写和词语用法：Anne Frank is a 1 （犹太的）girl who lived in Netherlands during the World War II. Her family had to 2 or they would be caught by the 3 （德国的)Nazis. During the time in the 4 （隐匿的）place, Anne set down a 5 （系列）of facts in a diary . Anne made her diary her best friend 6 she could tell everything to and in the diary she showed us 7 she 8 （经历）during the war.Ⅲ.课文佳句背诵与仿写（旨在培养对难句的理解和写作能力）1.【原句】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. 我不知道这是不是因为我长久无法出门的缘故，我变得对一切与大自然有关的事情都无比狂热。
人教课标版高中英语必修1Unit1_Reading_名师教学设计(一)
Unit1 Reading 名师教学设计（一）M1U1 Friendship Reading Teaching PlanI. Analysis of the Teaching MaterialThe reading passage “Anne’s Best Friend”is loaded with the most important language and cultural information of Unit 1, 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.Ⅱ. Analysis of the StudentsThe Students in the class are Senior 1 students from the Ding Lan Campus of the High School Attached to Zhejiang University. They are familiar with the topic but they may not be fully aware of the sufferings of the Jews during the WWII. With the accumulations in the junior high school, they have mastered some basic reading skills but may have some difficulties in understanding the long and complex sentences in the diary. Therefore, the class is aimed at training their reading skills, guiding them to appreciate the literature work, inform them of the sufferings of the Jews in the WWII, and inspire them to have some thoughts on friendship based on their reading.IⅢ. Teaching aims1. Ss will master the usage of new words and phrases appearing in the reading part with contexts;2. 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；3. Ss will have a deeper understanding of the sufferings of the Jews during the WWI by videosand by reading about How Anne felt and thought as well as what she was eager for. 4. Ss will get some inspirations from reading about friendship, about wars, and about the presentlife.Ⅲ. Teaching Procedureafter reading and guide them to be more aware of what Anne was eager for.(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(1) Ss are to share their understandings on the questions after their reading;(2) Free-talking: Ss are to share their feelings, thoughts and what they’ve got from the passage. (3) Ss are to read the three quotes aloud and strengthen their feelings and thoughts about peace, friendship and present life.Importance of the cherishing the present. The quotes are as follows: Friendship needs to besown with loyalty,watered with enthusiasm,fostered(培养) with rulesand nursed withunderstanding.Whoever is happywill make others happytoo. He who has courageand faith will neverperish(死亡) in misery.Think of all thebeauty still left aroundyou and be happy.IV. Teaching Reflections本课以学生为主体，教师为辅助，注重学生思维的逐步生成，通过启发式、探究式、参与式的教学方法，引导学生逐层建构对友谊的理解，培养学生阅读理解的能力和分析问题的能力，最终建立正确的人生观与世界观。
高中英语必修一人教版：Unit+1+reading+教学设计-
议
教师要求学生组内核对答案并讨论
学生起立，针对导学提纲上的问题展开讨论
展
教师可以点学生个人回答或者点小组来展示，展示形式可分口头展示，也可以书写展示。
学生按小组来口头展示或书写展示答案。
评
教师针对学生的完成情况，以及还未完成的问题来进行解释说明。
重点
学生能够在教师的指引下，概况文章的主旨大意，能理解语篇中的重要细节，进而体会作者的情感变化。
难点
学生能够在教师的指引下，概况文章的主旨大意，能理解语篇中的重要细节，进而体会作者的情感变化。
导学过程
教师活动
学生活动
效果及问题预设
导
教师点学生用英语谈论自己的朋友
学生用英语谈论自己的朋友
思
教师要求学生阅读课文并独立完成导学提纲上的阅读任务。
3)根据上下文推断单词和短语的含义
4)做出判断和推理
5)理解文章的基本结构
6)理解作者的意图、观点和态度
考试大纲描述
1．能从一般文章中获取和处理主要信息；
2．能理解文章主旨和作者意图；
3．能通过上下文猜词，理解语篇意义；
4．能通过文章中的线索进行推理；
5．能根据需要从网络等资源中获取信息；
6．能阅读适合高中生的英语报刊或杂志；英语科课时教学设计课题名称
Book1 Unit1 Reading Anne’s Best Friend
授课时间
2018.9.2
教师姓名
学生年级
高一
课时
1
课程标准描述
要求考生能读懂书、报、杂志中关于一般性话题的简短文段以及公告、说明、广告等，并能从中获取相关信息。考生应能：