unit1 friendship教案
人教版高中英语必修一 Unit1 Friendship 教案
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。
1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time?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 do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?(其他关于本单元的话题导入的建议:1。
人教版高中英语必修一教案Unit 1 Friendship (含答案)
Unit 1 Friendship Ｉ．单元教学目标II．目标语言III. 教材分析和教材重组1. 教材分析本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。
并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。
并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。
1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。
1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。
继续探究并树立正确交友观，并为阅读作好了准备。
1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。
Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。
控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。
学生学习了新的词汇、句型，提高了阅读水平。
文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。
1.4 Comprehension 设计了三种题型。
其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。
新人教版必修一unit 1《friendship》friendship in hawaii教学设计(精品).doc
Unit 1 FriendshipPeriod 5Friendship in Hawaii(Reading task in the Workbook)整体设计从容说课This is the fifth teaching period of this unit. We should first get the students to review what they learned during last period. To test whether the students have understood and grasped the roles of Direct Speech and Indirect Speech, the teacher can offer them some revision exercises.This period mainly deals with Reading task on Page 44 in the Workbook. Friendship is valued in all cultures; it is often expressed in different ways. The reading passage introduces the way Hawaiians express friendship. Before they read the passage, ask students if they can think of any place in the world where Chinese and Western cultures live side by side. Places they might mention include Hong Kong, Macao, Singapore, the Philippines, and San Francisco. Ask them to describe what they imagine life to be like in such a place. Then have students read the passage. After they re ad it, have students talk with a partner and consider how the Hawaiian idea of friendship could help different peoples to get along with one another. Besides friendship, you may want to have students think of another way to communicate better with people from other cultures.教学重点1. Get the students to learn about the way Hawaiians express friendship.2. Get the students to learn to use the pattern:It is+p. p. +that. . .教学难点Get the students to be able to realize the cultural differences in the values of friendship.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 about the way Hawaiians express friendship.2. Get the students learn to use the patter n:It is+p. p. +that. . .Ability aims:Get the students to be able to realize the cultural differences in the values of friendship in addition to its importance in all cultures.Emotional aims:1. Get the students to share different opinions on friendship in different cultures.2. Develop their ability to deal with and cooperate with others.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Let the students do some grammar exercises.Show the students the exercises on the screen.1)Change the following direct speech into indirect speech and indirect speech into direct speech.(1)Mary said, “I came here last week. ”(2)Tom said to his mother, “I will help these children with their math next week. ”(3)Mother asked me whether I had finished my homework before I watched TV.(4)The man asked Julie what she had done recently.(5)Our teacher said to us, “The sun travels around the earth. ”2)Choose the right answer.(1)She asked______________ for the house.d(2)Jone said that light______________ much faster than sound.A. travelB. travelsC. is travelingD. traveled(3)The teacher asked me______________ I was interested in music.A. thatB. whatC. whetherD. whichSuggested answers:1)(1)Mary said (that)she had gone there the week before.(2)Tom told his mother (that)he would help those children with their math the next month.(3)Mother asked me, “Had you finished your homework before you watched TV? ”(4)The man asked Julie, “What h ave you done re cently? ”(5)Our teacher told us (that)the sun travels around the earth.2)(1)D(2)B(3)C→Step 2 Lead-in1. Talk about different ways of showing friendship of minority groups in China.2. Compare Chinese ways of showing friendship with western ways. And discuss why there is a big difference. Therefore, show the sentence:Every culture has its own ways to show friendship.3. Ask students if they can think of any place in the world where Chinese and Western cultures live side by s ide. They may think of Hongkong, Macao, Singapore. And the teacher will add one more—Hawaii by showing the students a picture of views in Hawaii.→Step 3 Fast readingTell the students:It is said that Hawaii is a place where the east truly meets the west. Consider how people show their friendship in Hawaii.1. Show the students a picture which describes a girl is giving leis to others. Get them to find the information from the textbook.(Giving leis to one another is a way Hawaiians show their personal friendship. )2. Ask the students to read fast and find out more ways to show friendship in Hawaii to fill in the form.Word Meaningaloha3. According to the form, ask them to consider what friendship is in Hawaiians.→Step 4 Careful reading[Get the students to read the 2nd paragraph carefully and answer the question:Why do man y different peoples call Hawaii their home?(Hawaii is a place where people make one big community from many smaller communities. It means Hawaii has a rich cultural diversity. )→Step 5 DiscussionGet the students into groups to discuss questions.1. Why do many different peoples call Hawaii their home?2. How can people in Hawaii live in peace?3. Can you find similar things in your hometown? How do you show friendship to visitors?→Step 6 Languag e PointsUseful sentence pattern:It is believed that the islands can be a paradise when people live in peace.The pattern is “It is+p. p. +that. . . ”. It’s very useful and common. For example, It is said that. . . /It is reported that. . . /It is considered t hat. . . /It is thought that. . . /It is regarded that. . . /It is believed that. . . /. . .Translate the following sentences.1)大家坚信我们一定会成功。
外研版英语八下Module 9《Friendship》(Unit 1)教学设计
外研版英语八下Module 9《Friendship》（Unit 1）教学设计一. 教材分析本课选自外研版英语八下Module 9《Friendship》（Unit 1），主要讲述了友谊的重要性以及如何维护友谊。
通过本课的学习，学生能够进一步了解友谊的本质，提高交际能力，培养良好的人际关系。
本课包括三个部分：Part A, Part B和Part C。
Part A主要介绍友谊的重要性；Part B通过一个故事讲述如何维护友谊；Part C则是一个关于友谊的讨论。
二. 学情分析八年级的学生已经具备了一定的英语基础，对友谊这个主题也有一定的了解。
但部分学生在口语表达和听力方面还存在困难，因此需要在教学过程中给予针对性的指导。
三. 教学目标1.知识目标：学生能够掌握有关友谊的词汇和表达方式，理解课文内容，提高阅读能力。
2.能力目标：学生能够运用所学知识进行口语交流，提高听力理解能力。
3.情感目标：学生能够认识到友谊的重要性，学会珍惜和维护友谊。
四. 教学重难点1.重点：友谊的词汇和表达方式，课文内容的理解。
2.难点：如何运用所学知识进行口语交流，提高听力理解能力。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度。
2.情境教学法：创设真实的语境，让学生在实践中学会运用英语。
3.交际教学法：注重师生互动，生生互动，提高学生的口语表达能力。
六. 教学准备1.教材：外研版英语八下Module 9《Friendship》（Unit 1）。
2.多媒体设备：投影仪、电脑、音响等。
3.教学课件：根据教学内容制作的课件。
4.学习资料：相关友谊的图片、文章等。
七. 教学过程1.导入（5分钟）利用多媒体展示一些关于友谊的图片，引导学生谈论友谊的重要性。
教师提问：“What is friendship? Why is it important?”，让学生发表自己的看法。
2.呈现（10分钟）教师播放课文录音，让学生跟随录音朗读。
最新人教版高中英语必修一+Unit+1++Friendship全单元教案(精品)名师优秀教案
人教版高中英语必修一 Unit 1 Friendship全单元教案（精品）Unit 1 Friendship知识目标:本单元需要学习的重点单词为:add point upset ignore calm concern loose cheat reason list share feelingNetherlands German outdoors crazy nature purpose dare thunder entirely poweraccording trust indoors suffer teenager advice questionnaire quiz situation editorcommunicate habit本单元需要学习的重点词组为:add up calm down have got to be concerned about walk the dog go through hideaway set down a series of on purpose in order to in one’s power face to faceaccording to get along with fall in love join in make an effort show one’s interest inspread far and wide pay (no)attention to in the past本单元需要学习的重点句型为:1. You want to see a very interesting film with your friend, but your friend can’t go until he or she finishes cleaning the bicycle. (not. . . until. . . )2. When he or she borrowed it last time, he or she broke it and you had to pay to get itrepaired. (get sth. done)3. While walking the dog, you were careless and it got loose and was hit by a car. (while doing; get+adj. )4. Your friend, who doesn’t work hard, asks you to help him or her to cheat in the exam by looking at your paper, what will you do? (the Attributive Clause)5. I don’t want to set down a series of facts in a diary as most people do, but I want this diary itself to be my friend. (as. . . )6. I wonder if it’s because I haven’t been able to be outdoors for so long time that I’ve grownso crazy about everything to do with nature. (I wonder if/whether; it’s . . . that. . . )7. . . . I stayed awake on purpose until half past eleven one evening in order to have a goodlook at the moon for once by myself. (stay+adj. ; in order todo. . . )8. But as the moon gave far too much light, I didn’t dare open a window. (don’t dare(to)do. . . )9. . . . it was the first time in a year and a half that I’d seen the night face to face. . . (It is/was the first/second. . . time that+现在/过去完成时)10. Although I really try to talk to my classmates, I still find it hard to make good friendswith them. (find it+adj. /n. +to do. . . )本单元需要掌握的交际功能用语为:1. 态度(attitudes)Are you afraid that. . . ? I’ve grown so crazy about. . . I didn’t dare. . .2. 同意和不同意(agreement and disagreement)I agree. I think so. Exactly.I don’t agree. I don’t think so. I’m afraid not.3. 肯定程度(certainty)That’s correct. Of course not.本单元需要掌握的语法为:直接引语和间接引语(?):陈述句和疑问句1. 陈述句“I don’t want to set down a series of facts in a diary, ” said Anne.? Anne said that she didn’t want to set down a series of facts in a diary.2. 一般疑问句He asked, “Are you leaving tonight? ”? He asked us whether we were leaving that night.3. 特殊疑问句“When did you go to bed last night? ” father said to Anne.? Father asked Anne when she went to bed the night before.能力目标:1. 能运用所学语言讲述朋友间发生的事情以及朋友间的友谊和友情。
新课标人教版英语必修1：Unit1FriendshipPeriod1听说课教案
Unit 1 Friendship单元整体设计思路：第一课时听说课Warming up (p. 1); Listening (p. 41) and speaking第二课时阅读课Pre-reading (p. 2); Reading (p. 2); Comprehending (p. 3)第三课时语法课Discovering useful structures (p. 5); Using structures (p. 42-43)第四课时语言学习课Discovering useful words and expressions (p. 4); Using words and expressions (p. 41-42)第五课时综合语言练习课Reading and listeni ng (p. 6); Speaking (p.6); Listening task (p. 43) 第六课时写作课Reading and writing (p. 7); *Writing Task (p. 46, 选做)第七课时综合评价练习课Reading task (p. 44); Self-evaluation, Summing up and self-test/exercises第一课时听说课一、教学内容：Warming Up (p. 1); Listening (p. 41) and speaking二、教学目标：1．能力目标在本节课结束时，学生能够●就“朋友应具备什么品质”这一话题表达自己的看法，使用适当的形容词并通过简单举例来描述人的品质。
●在与其他人交流观点时使用同意或不同意的交际用语。
●理解听力材料中主人公对交友问题的看法，在教师的提示和帮助下简明扼要地归纳中心内容。
●在提供的语境中猜测新词汇的含义，并根据朋友应具有的品质这一话题，通过联想记忆扩展词汇量。
2．目标语言●重点词汇和短语upset, loose, ignore, add up, walk the dog,●重点句型结构calm … down, have got to, be concerned about, cheat in the exam3．文化目标领会友谊和朋友的真正内涵，懂得正确处理与朋友之间的问题。
选择性必修1全册教案
选择性必修1全册教案教案一：Unit 1 - Friendship教学目标：1. 了解友谊的重要性，学会如何建立和维护友谊关系。
2. 学习并掌握有关友谊的词汇和表达方式。
3. 提高听说读写技能，能够用英语描述和讨论友谊。
教学内容：1. 听力：听取关于友谊的对话和短文，理解并回答问题。
2. 说话：讨论友谊的重要性，分享自己的友谊经历。
3. 读写：阅读有关友谊的文章，学习相关词汇和表达方式，写一篇关于友谊的短文。
教学步骤：Step 1: 导入通过展示一些关于友谊的图片，引起学生对友谊的思考和讨论。
Step 2: 听力训练播放一段关于友谊的对话或短文，让学生听取并回答相关问题。
Step 3: 词汇学习通过教师的讲解和示范，学习有关友谊的词汇和表达方式。
Step 4: 口语训练学生分组进行小组讨论，分享自己的友谊经历，并讨论友谊的重要性。
Step 5: 阅读理解学生阅读一篇关于友谊的文章，并回答相关问题。
Step 6: 写作训练学生根据所学内容，写一篇关于友谊的短文。
Step 7: 总结和评价教师对学生的表现进行总结和评价，鼓励他们继续努力。
教学资源：1. PPT或投影仪展示友谊相关图片。
2. 听力材料和相关问题。
3. 词汇学习和口语训练的教材或练习题。
4. 阅读理解材料和相关问题。
5. 写作训练的指导和范文。
教学评价：1. 学生对友谊的理解和表达能力。
2. 学生的听说读写技能水平。
3. 学生的参与度和合作能力。
教案二：Unit 2 - Travel教学目标：1. 学习并掌握与旅行相关的词汇和表达方式。
2. 提高听说读写技能，能够用英语描述和讨论旅行经历。
3. 培养学生对不同文化和地理知识的兴趣。
教学内容：1. 听力：听取关于旅行的对话和短文，理解并回答问题。
2. 说话：讨论旅行经历，分享自己的旅行计划。
3. 读写：阅读有关旅行的文章，学习相关词汇和表达方式，写一篇关于旅行的短文。
教学步骤：Step 1: 导入通过展示一些关于旅行的图片和地图，引起学生对旅行的兴趣和讨论。
人教版高中英语必修1教案Unit1Friendship
Unit 1 Friendship(1) 课题：Friendship (2) 教材分析与学生分析：本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。
Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。
(3) 课时安排：The first period: Speaking: Warming Up andPre-Reading The second period： ReadingThe third period: GrammarThe forth Period：ListeningThe fifth period: Writing(4)教学目标：①知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.②过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。
新人教版高中英语必修1Unit1 Friendship教案
Unit 1 Friendship一、教材分析本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。
“热身”（Warming Up）部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法。
“读前”（Pre-reading）部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友。
“阅读”（Reading）部分 ANNE'S BEST FRIEND以日记形式讲述了犹太女孩儿安妮的故事。
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。
“理解”（Comprehending）部分通过连句、多项选择和问答题的形式帮助学生对课文内容、细节进行更深入的理解。
“语言学习”（Learning about Language）部分教学本课重点词汇和重点语法项目。
“语言运用”（Using Language）部分的读两封信、听一段话、设计调查问卷、写信以及趣味写作，给学生提供了广阔空间去探讨友谊、友情，尤其是涉及到现实生活中被朋友误解、曲解，没有朋友的孤独寂寞等问题，既锻炼了学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。
“小结”（Summing Up）部分引导学生从本单元的话题、词汇和语法等方面对所学内容进行总结（参考教学目的和要求栏目）。
“学习建议”（Learning Tip）部分鼓励学生养成写日记的习惯。
这样，一方面可以习得语言，另一方面还可以将日记作为自己的朋友表达感情与思想。
二、教学目标1. 语言知识掌握本单元词汇（单词35个，短语16）、语法（陈述句和疑问句的直接引语和间接引语）、及功能（Giving opinions）并了解话题（Friends and friendship & interpersonal relationships）2. 语言技能1）听能听懂劝谏信中的关键词，并能掌握说话者的忠告，领会其观点、态度和意图。
人教版高中英语必修一unit1教案最终版
1.Teaching Methods 1. Question-inquiry Teaching 2.Task-based Learning and Teaching 3.Analytic Discussion（pair work or group work）
sentence.
(Teacher writes the answers on the blackboard)
Para.1: Anne made her diary her best friend whom she could tell
everything.
Para. 2: Anne’s diary acted as her true friend during the time she and her
三. 教学目标 Teaching Aims
1.Knowledge Objectives 1. Get students to know the main content of this article. 2. Learn about the formats of a diary. 2.Ability Objectives 1. Develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming and so on. 2. Summarize different paragraphs. 3.Emotion Objectives
diary?
Clear--- She thought the ordinary diary is a series of facts. She made her
人教新课标必修一Unit 1 Friendship
人教新课标必修一Unit 1 Friendship
人教新课标必修一Unit1Friendship教学设计
教学内容：人教版普通高中课程标准实验教科书第一册第一单元
（Warming up and Reading）
课型：阅读技能及语言训练课
一、教材内容分析
高一年级学生刚开学没多久，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。
本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什幺是好朋友，什幺是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。
并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。
1.1WarmingUp以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。
1.2在导入Reading的时候我采用提问法，激起学生思考
（1）Whichkindoffrienddoyouthinkisthebestfriend?
（2）Whatelsecanbeourfriendsbesideshumanbeings?
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。
Unit1Friendship英语教案
Unit 1 Friendship英语教案想知道Unit 1 Friendship的英语教学怎么做吗?下面店铺为大家带来Unit 1 Friendship英语教案，希望对大家有所帮助。
Teaching Aims:1. 能力目标：a. Listening: get information and views from the listening material.b. Speaking: express one's attitude or views about friends and friendship in appropriate words.c. Reading: enable Ss to get the main idea and be familiar with reading skills.d. Writing: write some advice about making friends as an editor.2. 知识目标：a. Talk about friends and friendship; how to make friends; how to maintain friendship.b. Use the following expressions:I think so. / I don't think so.I agree. / I don't agree.That's correct.Of course not.Exactly.I'm afraid not...c. Enable Ss to master Direct Speech and Indirect Speech.d. Vocabulary:add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight suppose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habitadd 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 according to get along with fall in love join in3. 情感目标：a. Arose Ss' interest in learning Englishb. Encourage Ss to be active in the activities and make Ss be confidentc. Develop the ability to cooperate with others.4. 策略目标：a. Develop Ss' cognitive strategy: taking notes while listening.b. Develop Ss' communicative strategy.5. 文化目标：a. Enable Ss to get to know different opinions about making friends from different countries.Teaching design:Period 1 Warming-up 1课时I. Teaching objectives:1. Have Ss learn how to describe their friends and friendship with new phrases and structures.2. Have Ss learn to solve problems that may occur between friends.3. Cultivate Ss to form the good habit of learning English in Senior Middle School.II. Teaching important points:1. Use the given adjs. and sentences structures to describe one of your friends.2. Learn to evaluate friends and friendship.III. Teaching difficult points:1. Work together with partners and describe one of yourgood friends.2. Discuss with partners and find out ways to solve the problems.IV. Teaching procedures:Step 1. Lead-in and warming-upBefore the lesson, T can arose Ss' interests by introducing oneself and get Ss to talk about their summer holidays, or whether they had made friends during holidays.Free Talk: 3 mins1. How did you spend your summer holidays? How did you feel? What did you do?2. What do you think of your new school? Do you like it? Could you say anything about it?3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school?Step II. Think it over1. Give a brief description of one of T's friends. The following phrases and structures may be useful: (3mins)His / Her name is...He / She is...years old.He / She likes .... and ...dislikes...He / She is very kind / friendly / humorous...When / Where we got to know each other...Step III. Make a survey1. List some qualities of a good friend or your ideal friend, have Ss get into groups of 4 to 5 to find out what each one has listed?2. Add up the scores Ss got and show the explanations of every type.3. Have Ss tell their partners the standards of good friends with the following structures:I think a good friend should (not) be...In my opinion. From my point of view. So far as I'm concerned.I suppose. A good friend is someone who...Step IV. Talking and sharing (working in pairs)1. If your best friend does anything wrong, what will you do?2. Proverbs: "What is a friend?"A British newspaper once offered a prize for the best definition of a friend. If Ss were the editors, they could choose the best one from the following entires, and explain why."A friend in need is a friend indeed.""Friends are like wine, the older, the better.""A friend is a second self.""A friend to all is a friend to none."Step V. Homework1. Write a short passage about your best friend.2. Review the language points.3. Preview the new words and expressions.Period 2 Reading 2课时I. Teaching objectives:1. Develop Ss ' reading ability, learn to use some reading strategies, such as skimming, scanning, and so on.2. Get Ss to realize the importance of friends and friendship and learn how to tell true friends from the false.3. Grasp some useful words and expressions in this passage.4. Learn the writing style of this passage.II. Teaching method:Task-based teachingIII. Teaching procedures:StepI.Pre-reading1. Have Ss discuss the following questions in group-work:Who is your best friend? Does a friend always have to be a person? What else can be your friend?Step II. Reading1. Have Ss 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 through.2. Skimming the 1st two paras to confirm the former guess.a. What was Anne's best friend? Why did she make friend with it?b. Did she have any true friends then? Why?c. What is the difference between Anne's diary and those of most people?d. Do you keep a diary? What do you think most people set down in their diaries?3. Reading of Anne's diaryHow did she feel in the hiding place?Two examples to show her feelings then.Step III. Post-reading1. What would you miss most if you went into a hiding place like Anne and her family? Reasons support.2. Group-workWork in groups to decide what you should do if your family were going to be killed just because they did something the Emperors did not like."Where would you plan to hide?""How would you arrange to get food given to you every day?""What would our do to pass the time?"Step IV. Talking about friends and friendshipHave Ss talk about friends and friendship, and write one or two sentences to express one's own understanding of friends and friendship in group-work.Step V. Homework1. Interview a student or a parent to find out their opinions about friends and friendship. Write a short report to share it with the whole class.2. Describe one of your best friends, following the writing style of this passage.Period 3 Grammar 1课时I. Teaching objectives:Learn to use Direct & Indirect SpeechII. Teaching important points:Summarize the grammatical rulesIII. Teaching difficult points:The special casesIV. Teaching procedures:StepI.Lead-inLast class, we learnt Anne Frank's story. She is telling her story to two of her friends--you and Tom. Tom has something wrong with his ears, so you have to repeat Anne's sentences, using Indirect Speech. Sometimes you explain Tom's sentences to Anne---1. "Do you feel sad when you are not able to go outdoors?" Tom asked Anne---Tom asked Anne if / whether she felt sad when she was not able to go outdoors.......Step II. Grammar focus1. Have Ss summarize the rules when they changed Direct Speech into Indirect Speech, what should be changed?2. Group-work for discussion.3. Check out: sentence structure, tense, pron, adverbial of time or place, verb.4. Rules focus:a. 陈述句:She said,"I am very happy to help you."---She said she was very happy to help you.b. 一般疑问句/ 选择疑问句:He asked me, "Do you like playing football?"---He asked me if / whether I like playing football.She asked me whether he could do it or not.c. 特殊疑问句:My sister asked me,"How do you like the film?"---My sister asked me How I liked the film.d. 祈使句:The captain ordered, "Be quiet!"---The captain ordered us to be quiet.e. 注意:l 间接引语语序: 陈述语序.l 客观事实,真理;时态不变.l 指示代词,时间,地点状语做相应变化.f. SummaryDirect Speech一般现在时do一般将来时will do现在进行时is doing一般过去时did现在完成时have done过去完成时had doneIndirect Speech一般过去时did过去将来时would do过去进行时was doing过去完成时had done过去完成时had done过去完成时had doneStep V. Homeworkl Exs 1 on p42l Look up new words and expressions from dictionary and do the prevision.Period 4 Words & Expressions 1课时I. Teaching objectives:Learn new words and expressionsII. Teaching important points:1. Pay attention to the different forms of the words2. Master the words and expressions through the Exs.III. Teaching difficult points:1. Emphasize the methods which can be useful and efficient to do the memory.2. How to use the new words and expressions into Ss' own composition-writing.IV. Teaching method:Self-summary;Discussion;PracticeV. Teaching procedures:StepI.Warming-up1. Check out the new words and expressions looked up from dictionary2. Have Ss share their works, including the Chinese meaning, the form, the phrases, the examples, and the usage.Step II. Practice1. Do the words Exs in this unit2. Discuss the answers in group-work3. Check out the answersStep III. Summary1. Emphasize the key points of the words in this unit, esp some phrases and structures.Step IV. Homeworkl Recite the words and expressions.l Preview the listening and speaking part.Period 5 Listening & Speaking 1课时I. Teaching objectives:1. Practice Ss’ listening ability.2. Pra ctice Ss’ speaking skills of how to offer advice.3. Improve Ss’ ability to help others to solve problems.II. Teaching proceduresStep 1. Reading1. Have Ss think about the questions on books, and then try to guess the brief content of the listening material according to the questions given in group-work.Step 2. Listening1. Have Ss get to know that besides you, Lisa also asks Miss Wang for help. What advice does she give her? Now, let Ss listento what she says.2. 1st-time listening: have Ss listen to the tape from the beginning to the end without any pause, ask Ss to take some notes while listening, and discuss the main idea of the listening material in group-work.3. 2nd-time listening: have Ss listen to the tape again, and encourage Ss to repeat every sentence as best as they can after the pause. So Ss should pay attention to notes-taking, esp. the WH-Qs.4. 3rd-time listening: the last time, have Ss listen to the tape and check out their answers according to what they heard before.5. Check out the Exs.Step 3. Post-listening & Speaking1. Have Ss think about the Q:“Do you think Miss Wang’s advice is helpful?”2. Have Ss discuss the former Q in group-work, and have a free talk within 1min.3. Now suppose Ss are editors of Radio for Teenagers, here are some problems for Ss to offer advice. (Give each group a problem and ask them to write their advice down.)4. Have Ss come to the front and share their opinions with the whole class.Step 4. Discussion1. Ask Ss, “Do you think Anne should obey her father’s advice?”2. Have Ss discuss the Q in group-work, and express their reasons to support their ideas.Step 5. Homework1. Have Ss review the listening material and consult the dictionary to deal with the words and phrases they encountered.2. Preview the writing part.Period 6 Listening & Speaking 2课时I. Teaching objectives:1. Practice Ss’ writing ability.2. Improve Ss’ ability to write advice.II. Teaching proceduresStepI.Lead-in1. Have Ss read Xiao Dong’s letter on p7, and then discuss the Q in group-work within 2mins:“What is Xiao Dong’s problem?”2. Have every group make a list to set its own advice down for Xiao Dong.Step II. Writing the draft1. Have Ss get known that they should make the outline or the draft before writing.2. Have Ss discuss how to write the outline in group-work within 1 min.3. Have Ss pay attention to how to write a letter of advice. Here are some tips:First, why not……?If you do this, ……Secondly, you should / can……Then / That way……Thirdly, it would be a good idea o f……By doing this, ……Step III. Writing and Editing1. Have Ss compose their writing within 30 mins.2. Have Ss change their editing one another, and make the comments for others.3. Choose the best one to share with the whole class.Step IV. Homework1. Have Ss summarize this unit and review new words, expressions, sentence structures, language points, grammar rules and examples.2. Finish the Exs of this unit on workbook.Period 7 Summary 1课时I. Teaching objectives:1. Develop Ss’ ability of how to ma ke a summary.2. Review unit 1.II. Teaching proceduresStepI.Summing-up1. Have Ss discuss how to make a summary and what kinds of items they could sum up in group-work within 3mins.2. Have Ss make a list, which includes the new words, expressions, sentence structures, language points, grammar rules, examples, and so on.3. Check out the summary.Step II. Exs practice1. Have Ss finish the Exs of this unit.2. Check out the answers within group-work.Step III. Fill in the blanks1. Have Ss fill in the blanks on p8; p47 to make the conclusion of the whole unit.2. Change their summary one another and have Ss comment on others’ work.Step IV. Homework1. Prepare for the quiz for this unit.。
新课标高一英语必修一全册教案
新课标高一英语必修一全册教案教案一：Unit 1 Friendship教学目标：1. 了解并掌握本单元的重点词汇和短语。
2. 学会运用所学的语言知识，描述和谈论友谊。
3. 培养学生的阅读理解和口语表达能力。
教学重点：1. 重点词汇和短语的掌握和运用。
2. 阅读理解能力的培养。
教学难点：1. 如何正确运用所学的词汇和短语进行口语表达。
2. 如何理解并运用课文中的重点句子。
教学准备：1. 多媒体设备。
2. 教材和课件。
教学过程：Step 1：导入（5分钟）通过展示一些友谊的图片和问几个问题，引导学生进入话题。
- Do you have any good friends? How did you become friends?- What do you think makes a good friend?Step 2：词汇和短语学习（10分钟）通过多媒体展示和示范，教授本单元的重点词汇和短语。
- friendship, loyal, trust, support, companion, betray, argue, forgive, appreciate, value, make friends, keep in touch, get along with, fall out with, make upStep 3：阅读理解（20分钟）教师通过多媒体展示，让学生阅读课文，并进行理解。
- 学生阅读课文，并回答一些问题，如：What is the main idea of the passage? What does the author think about friendship? How does the author describe a good friend?Step 4：语言运用（15分钟）通过讨论和练习，让学生运用所学的语言知识进行口语表达。
- 讨论题目：What qualities do you think a good friend should have? Give examples to support your ideas.- 练习：学生分组进行角色扮演，模拟对话中的情景。
高一英语必修一《Unit1Friendship》教案
【导语】进⼊到⾼⼀阶段，⼤家的学习压⼒都是呈直线上升的，因此平时的积累也显得尤为重要，⽆忧考⾼⼀频道为⼤家整理了《⾼⼀英语必修⼀《Unit 1 Friendship》教案》希望⼤家能谨记呦！！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.。
沪教版(2024)七年级上册Unit1 Friendship分课时教案(共6课时).doc
Unit 1 Friendship一、单元教学目标学习本单元后，学生能够：1. 从外貌、个人品质、爱好等方面谈论自己的朋友。
2. 用特殊疑问句设计调查问题，并用特殊疑问句问答交流获取信息。
3. 用网帖的形式描写自己的朋友并表达自己对友情的态度或观点。
4. 赏析经典文学作品，并以小组合作形式选择不同的角度设计和进行关于友情的项目任务，并在班级中进行展示。
二、课时安排5 Focusing on culture (pp. 14-15)通过赏析外国经典文学作品选段深入理解和感悟友情的意义，形成健康的交友观。
泛读课6 Cross-curricular connection(p. 16)Project (p. 17)通过引导学生开展关于友情的跨学科学习和项目任务，结合本单元所学的知识，多角度谈论好友并深入探究友情主题。
综合课三、分课时教学设计第一课时（Period 1）教学内容First thoughts (p. 3), Reading (pp. 4-5), Reading comprehension (p. 6), Vocabulary practice (p. 7)主要语篇New school, new friends教学目标通过本课的学习，学生能够：1. 获取Chen Ming的好朋友Li Hua的基本信息，梳理、概括能体现两人友情的事件。
2. 理解并评价Chen Ming 对于友情的观点。
3. 表达自己对于真正的友情的观点。
教学重点梳理、概括Chen Ming和好友Li Hua间体现友情的事情和细节，体会友情的内涵。
教学难点通过信息卡和问题复述课文内容，并表达自己对于友情的理解。
【单元课前预习】1. 学生在图片中填写关于自己新/ 好朋友的关键词, 形成一幅关于自己对于朋友和友情的画像。
Activity 1: Fill in some words that can describe your new / best friend to form a picture of him / her.My new / best friendPersonalqualitiesAppearance Hobbies2. 鼓励学生课前思考以下问题，并在课前预习单上简单回答，课堂分享。
高中英语 Unit 1《friendship》教案15 新人教版必修1
新课标英语高一上Module 1 Unit 1 Friendship单元教学目标及Period 6教案Teaching Objectives:Knowledge Objectives:1. Enable students to talk about friends and friendship, and learnto use some adjectives to describe the qualities a good friend should have.2. Learn some useful words and expressions, e.g., upset, ignore, crazy, etc.3. Learn how to talk about agreement and disagreement, e.g., I think so. /I don’t think so; You are quite right. / I don’t think you are right, etc.4. Learn and pratice the direct speech and the indirect speech.5. Help the students to learn how to write a reply letter to give advice on communicating with people.Ability objectives:To develop the students’ speaking, reading, listening, and writing abilities.Moral ＆ Emotion:1. To develop the students’ cooperative abilities.2. To realize the importance of friendship and know how to get onwell with others.Culture Objectives:To know the different culture about friendship between China and foreign countries.Period 1: Speaking ( Warming Up ＆ Speaking )Period 2: Reading ( Pre-reading, Reading ＆ Comprehending )Period 3: Language Structure( Expression of important words and structures in the passage. ) Period 4: Listening ＆ Speaking( Using language ---- Reading, listening and writing ＆ Workbook—Speaking Task. )Period 5: Grammar ( Discovering useful structures )Period 6: Writing ( Using Language --- Reading and writing )Period 7: Revision ( Words dictation ＆Summing up ＆ Learning tip ＆Exercises )Teaching Plan for the Six PeriodTeaching Contents: Speaking ＆ WritingTeaching Objectives:Knowledge Objectives:1. Help the students to learn how to write a letter to give adviceon communicating with others.2. To learn to write a reply letter in English.Ability Objectives:To develop the students’ writing skills.Learning Strategies:To develop the abilities of organizing information, expressing themselves ＆ communicating in English freely.Moral & Emotion:1. To realize the importance of group cooperation.2. To know the ways of making friends.Key Points:1. To learn to give advice.2. To organize the advice into completed sentences and thenwrite a reply letter.3. To make clear the form of letter writing.Teaching methods:1. Task-based learning2. DiscussionTeaching Aids: a posterTeaching Procedures:Stage I. What’s Xiao Dong’s problem?Step1. Show a letter to the students and ask the Ss to help you to reply the letter in English.Step 2. Share the letter together, then make clear where the writer is from and who he is, and what problems he is facing now.Stage II. What should Xiao Dong do?Step 1. Ask individuals to talk about what they would do if they face the same problem.Step 2. Work in groups of six to give advice to Xiao Dong as much as possible. Step 3. Each group choose one member to speak out their advice. One point for one piece of advice. The teacher list them on the Bb when the students report.Stage III. How to write a reply letter in English?Step 1. Ask Ss whether they are clear about the form of letter writing. Step 2. Revise the form of letter writing.Step 3. Guide the students to write the beginning and the ending of this reply letter.Step 4. Work in groups of 6 to complete the letter, pay attention to the combination of each sentence. Guide the students to use someconjunctive words, eg. Firstly, secondly, thirdly, etc. to organizetheir advice to Xiao Dong.Step 5. Choose two or three groups to report their letters.Stage IV. The letter on the Textbook.Step 1. Turn to Page7 and read the letter loudly together.Step 2. Explain some language points if necessary.Stage V. Homework.Ask Ss to write the reply letter individually on the homework books.( P.S.: The letter that the teacher presents at the beginning of the class is not the one on the textbook but similar to it. )The letter that the teacher shows on the blackboard:Dear Miss Li,I’m a student from Jiaji Middle School. I have a p roblem. I’m not very good at communicating with people. Although I really try to talk to my classmates,I still find it hard to make good friends with them. So I feel quite lonelysometimes. I do want to change this situation, but I don’t know how. I would be grateful if you give me some advice.。
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Unit 1第二课时阅读课一、教学内容：Reading二、二、教材分析：reading部分承载着整个单元中最重要的语言和文化信息，也是教师在教学过程中需要重点处理的部分。
文章的标题是“安妮最好的朋友”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，并把日记当做自己的朋友，通过写日记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不能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，学习一些新的单词和短语的表达方法，还要在阅读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。
二、教学目标：1．能力目标在本节课结束时，学生能够●简单介绍主人公安妮所生活的时代背景以及她的悲惨遭遇，能根据提示复述课文部分内容。
●简单描述人物由于环境变化而造成的思想感情的变化。
●在同学和教师的帮助下正确理解结构较为复杂的句子。
●初步掌握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●重点词汇和短语Netherlands, German, outdoors, thunder, entirely, power, curtain, dusty, go through, setdown, a series of, on purpose, in order to, at dusk, face to face, no longer●难句（非本单元重点的句型只要求理解，不要求加以运用）I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown socrazy about everything to do with nature.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.For example, one evening when it was so warm, I stayed awake on purpose until halfpast eleven in order to have a good look at the moon by myself.It was the first time in a year and a half that I’d seen the night face to face …3. 文化目标●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。
●通过阅读《安妮日记》体会作者在处于恶劣生活环境之下渴望友谊、朋友、大自然的心境，保持乐观的人生态度，更加珍惜和平和稳定带来的幸福生活。
三、教学活动：步骤一 快速阅读 Fast reading 1． 快速阅读背景叙述部分。
1） 让学生在半分钟内快速浏览(skimming)背景叙述部分两个段落的首句和末句，找出安妮的好朋友是谁，安妮的故事发生在什么时期。
2） 再次阅读该部分(scanning)，找出表格中所需的信息，并完成理解部分(Comprehending)的练习1。
2． 快速阅读日记部分 (skimming)。
让学生快速浏览安妮日记的每个段落的首句和末句，归纳日记的中心大意（main idea of the diary ）。
归纳时，教师可给予学生一定的句型提示，然后由学生将信息补充完整。
设计意图：归纳大意对大部分刚刚进入高中阶段的学生会有困难，因此教师可适当降低难度，让学生先说出关键词，然后再让他们归纳成句子。
让学生快速浏览日记后找时间、地点、人物等要素，目的是教学生学会快速阅读的技巧，为概括中心内容打基础。
步骤二 仔细阅读 Careful reading1． 让学生仔细阅读安妮日记。
阅读前，教师要求学生在阅读过程中不使用字典或词汇表查文中新词汇的含义，应根据上下文先猜测词汇。
如猜不出，只要不影响理解句子的大意，可跳过新词汇直接阅读下面的内容。
遇到理解困难的部分，可划线做标记。
读后完成右表（可以填关键词）。
2． 让学生思考安妮遥望夜空时的心情，想出最能抒发她的感受的词汇。
Fast reading4 Read the diary quickly to find out the main idea of the diary.•Anne expressed _______________________afterhiding for a long time.•______________________kept Anne spellbound.Skimmingher feelings about nature Everything about nature The time they started to hideThe length of time her family hid awayHer best friend The heroine ’s （女主人公）full name The place of the story 2 Fill in the form below:Netherlands Anne Frank her diary--Kitty over two years Fast readingScanningJuly 1942Fast reading3 Join the correct parts of the sentences.1.Anne kept a diary because2.She felt very lonely because3.They have to hide because4.Anne named her diary Kitty becauseA.She couldn ’t meet her friends.B.Jews were caught by Nazis and put away.C.She could tell everything to it.D.she wanted it to be her best friend.II Fast reading1 Read the first part of the reading section and answer these questions:•Who was Anne ’s best friend?•When did the story happen?Her diary ―Kitty.During World War II.SkimmingIII Careful reading1 Read the diary carefully and fill in the table.After hidingBefore hiding Feeling NatureTimeblue sky, songs ofbirds, moonlight, flowers never felt spellbound darkness, rain, wind, thundering cloudsfelt crazy步骤三 难句点评 Difficulties1． 学生四人小组交流自己在阅读时遇到的难以理解的词汇或句子，小组成员通过讨论各自阐述自己的见解。
2． 各组提出本小组成员解决不了的难句，鼓励其他小组给予帮助，或由教师引导解决。
3． 最后教师提出几个难句，与学生共同分析，并解释句子的含义以及用法。
设计意图：让学生自己提出问题，并以协作式活动让学生内部解决问题，激发学生积极思考和提问，也能提高部分层次高的学生的分析能力。
步骤四 小结和复述 Summary and retelling1． 根据前面做过的两个表格信息，让学生自己口头对信息连成短文进行自我复述课文。
Never felt spellbound Blue sky, songs of birds, moonlight,flowersBefore hiding Darkness, rain, wind, thunderingcloudsNatureFeeling Time After hiding Grew crazy, held in their powerAnne ’s feelingSummaryIV DifficultiesPick out the difficult sentences from the reading passage. Discuss in groups of four and work out the meaning together.V Summary1 According to the information in the table below try to use the first person to retell the story:hid away so as not to be caughtWhatAmsterdam, Netherlands Where World War IIWhen told everything to What kind her diaryWhatAnne ’s best friend2． 教师提供范例，请学生以填空的形式复述，然后朗读复述内容。
设计意图：学生刚上高中，概括能力有限，因此用关键词和重要短语为线索进行复述课文，降低了复述难度。
老师让学生以填空的形式复述是另一种概括方式，目的是给学生复述的示范和模式。
步骤五 作业 Homework 1． 再次阅读课文，学生四人一小组，将教师列出阅读文中出现的重点词汇和短语（如：do sth.on purpose ；in order to ；face to face ；hide away；set down a series of...；go through ；dare... etc ）通过讨论、查资料等方式独立归纳出其意义和用法。
2． 两人小组互相以第一人称复述课文。
设计意图：让学生通过小组活动查阅等方式学习词汇的用法和意义，目的是让学生亲身体验学习过程，印象会更深刻。
四：教学方法1让学生阅读非日记部分的内容，介绍这篇文章的写作背景，使学生了解德国法西斯残害犹太人的历史的同时自然而然的习得语言。
了解当时的历史背景学生就能从历史背景出发思考安妮所面临的困境，就不难理解安妮当时的心境和为什么将日记作为自己的朋友。