高中英语 Unit 1 Art Reading Anne‘s best friend教学设计 新人教版选修6
Unit 1 ArtReading: Anne’s best friend一、教学对象分析本节课的授课对象是高二某班学生。
通过高一至此一年多的阅读基础技巧和口语表达训练，这一阶段的学生已经熟悉了阅读课的基本发展思路，且具有了较强的阅读能力和口头组织能力。
高二的学生已经形成了比较健全的人生观及价值观，有了富有个性的判断力且有表达自我个性的主动性，但是口语表达的词汇量还有待提高。
二、教材内容分析本单元取自人教版《普通高中课程标准实验教科书》选修6。
本单元的中心话题是艺术，而阅读部分又围绕绘画艺术展开。
通过阐述导致艺术发展的因素及分阶段呈现西方绘画艺术的流派，文章较为系统地介绍了西方绘画史。
通过寻读、扫读两大阅读技巧的贯穿以及讨论任务的设置，本节阅读课主要目的在于让学生了解绘画艺术及各个历史发展时期的不同风格，培养他们对艺术的兴趣和一定的鉴赏力。
三、教学目标（1）简要了解西方绘画艺术的历史和风格，各时代的著名画家以及他们的作品；（2）学习有关绘画艺术的词汇；（3）学会表达喜好和偏爱的日常交际用语。
四、教学过程Step 1 Leading-in(3mins)Understand the term art generally by asking Ss two questions:1)How many forms of art do you know?2)What is the function of art?【设计意图】教师通过提问帮助学生理解“艺术”这一概念，并激发他们学习和谈论这一话题的兴趣。
T: As we know, art is too general a term for us to define. So I will simply ask you to brainstorm the forms of art you know. Tell me what belongs to art.S: Music, dance, painting, calligraphy…T: How about the similarities between all these art forms?S: They can all bring beauty to life.S: They are an enjoyment for people.T: Yes, you are all correct. Art adds spice to our life, and it is also a reflection of our life. Later you can prove it by reading the new text.Step 2. Warming Up(5mins)1.A sk Ss what all these things are called.【设计意图】教师引导学生谈论中西方著名画家及其代表画作，并通过中西方绘画发展过程的对比为课文的理解做好准备。
T: What are all these things called?S: Paintings.2.A sk Ss to brainstorm the painters and paintings they know both home and abroad. T: Can you name some of the famous painters and paintings both home and abroad? S: …T: Let start with Chinese painters and paintings.S: …T: Then how about the foreign counterparts?S:…T: Thank you for your participation. From your contributions, I have the impression that you have already known something about Western and Chinese painters and paintings. Now let’s further our discussion a little bit. How about comparing the Western paintings and Chinese paintings and then we will have an overall picture about how they have progressed over time?3.A sk Ss to compare the Western and Chinese painting and think about which onehas a greater change.T: Please look at the screen and observe the development of paintings in different periods of time closely. During 5th~15th century, Western paintings and Chinese paintings were like these. From 15th~16th century, the painting styles changed and these are two typical works. And then they progressed into another period of great prosperity in the late 19th century ~ early 20th century, where you can find the Western paintings changed more radically. And finally these are how they look like today. Now look at their respective developments vertically, can you tell me which you think has a great change?S: Western paintings.T: Yes! Obviously, Western paintings has experienced a greater change over time. But here comes another question. Why do Western paintings have a greater change and where does the change lie specifically?S: …T: You don’t need to feel frustrated about being unable to answer this question because this is what we are going to solve in this period. To unveil this mystery, I’d like to lead you on a journey of Western paintings.Step 3. Skimming(8mins)Ask Ss to skim the text to have so much information about the general idea and structure as possible.【设计意图】教师旨在通过寻读让学生对课文的主旨大意及结构有所把握。
这一部分的设计分为三个层次：（I）学生阅读课文标题及文内的副标题以便明确课文的话题及发展脉络。
（II）学生阅读课文第一段及再读文内副标题发现课文大意及下文主要内容。
（III）学生根据上述练习得到的关于课文内容和结构的信息预测下文作者的会从哪些方面介绍每一个绘画流派。
(I)Read the title of text and the headings within it and answer the followingquestions.1.What is the topic of the text?It’s about _________________.2.How is the information organized?The information is organized ____________________________.Suggested answers: 1. the Western painting 2. in time periods, from earliest to present time.(II)Read the first paragraph and the headings to answer the following two questions.1.Which sentence summarizes the main idea of the text?2.Which sentence tell you what the text is going to be about?3.How many periods of Western painting are mentioned in the text? What are they? Suggested answers:1. Styles in Western are changed many times.2.Consequently, this text will describe only the most important ones, starting from the sixth century AD.3. Four periods of Western painting are mentioned, namely, the Middle Ages, the Renaissance, Impressionism and Modern Art.(III)Based on the information you have already known about the topic, think about what new information you expect to find in the following text.T: After finishing the first two skimming tasks, you have got the general idea of the main idea of the text and have known how the text is developed. Now based on the information you have already known about the topic, I would like to suggest you thinking about what new information you expect to find in the following text. S: Famous paintings …T: Yes, you may expect the writer to introduce each period in terms of famous paintings, representative painters and other aspects. So would you please work in group of four and brainstorm what will be likely to be talked about later in each period. You will be given 3 minutes to discuss. Time is yours.…(Three minutes later)Suggested answers:Step 4 Scanning(12mins)【设计意图】教师引导学生根据寻读第三步进行的预测展开扫读训练，并将这一过程再次细分为两个步骤：一、学生自读、核实是否可以在下文找到所有要点的相关信息；二、学生通过小组讨论的形式将各自找到的相关信息汇总并整合到表格中，以便更为直观地发现绘画历史的发展脉络。
高中英语模块1unit1 Reading anne's best friend
what Annie and her family had to hide away. why Because they are Jewish.
how long About two years.
Answer the following questions
• Why did Anne hate Nazi? • Why did Anne treat a diary as her friend ? • Why was she so crazy about nature ?
Activity Discussion (4m) Four 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 do you know about World War II?
best friends Kitty
Anne
Anne’s diary
First Reading
who
Annie, her diary Kitty and her family.
when During World War II. where In Amsterdam in the Netherlands.
Reading Annie’s Best Friend
Pre-reading
Does a friend always have to be a person? What else can be your friend? Do you think a diary can become your friend? Why or why not?
人教版高中英语必修一unit1readingAnne'sbestfriend课件新
Share your idea
anxious eager
sad lonely
hopeless
excited
Anne’s deepest feelings
crazy
helpless
d
calm
Activity: discussion
Suppose you and your partners 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.
A.she couldn’t
meet her friends.
B.Jews were caught by Nazis and put away.
4.Anne named her diary 5. Kitty because
C.she could tell everything to it.
D.she wanted it to be her best friend.
A her interest in nature had grown
B she had always been so
C she had been outdoors D she had been indoors too long too long
Questions
• What is an ordinary diary like according to Anne?
高一英语必修一Unit 1 课文阅读Anne's Best Friend中英对照
Anne’s best friend安妮最好的朋友Do you want a friend / whom you could tell everything to, like your deepest feelings and thoughts? 你是不是想有一位无话不谈推心置腹的朋友呢？Or are you afraid / that your friend would laugh at you, or would not understand / what you are go ing through?或者你是不是担心你的朋友会嘲笑你，会不理解你目前的困境呢？Anne Frank / wanted the first kind, so she made her diary / her best friend.安妮•弗兰克想要的是第一种类型的朋友，于是她就把日记当成了她最好的朋友。
Anne / lived in Amsterdam / in the Netherlands / during World War II.安妮在第二次世界大战期间住在荷兰的阿姆斯特丹。
Her family was Jewish / so they had to hide / or they would be caught by the German Nazis.她一家人都是犹太人，所以他们不得不躲藏起来，否则他们就会被德国纳粹抓去。
She / and her family / hid away for nearly twenty-five months / before they were discovered.她和她的家人躲藏了差不多25个月之后才被发现。
During that time / the only true friend was her diary.在这段时间里，她唯一的忠实朋友就是她的日记了。
She said, “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, and I shall call my friend / Kitty.”她说，“我不愿像大多数人那样在日记中记流水账。
Unit 1 Reading Anne's Best Friend教案
Reading “Anne’s best friend”1. 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;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.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.the time of the storythe place of the storythe heroine of the storyAnne’s best friendthe length of time they hid awaythe date of the diarystep 3. careful reading1. answer the following questions:why did Anne made her diary her best friend?what is an ordinary diary like according to Anne? what about her diary?why was she so crazy about things to do with nature?why did she stay awake on purpose until very late one evening?why didn’t she dare open the window when the moon was too bright?how do you understand the expressions “spellbound”and “held me entirely in their powder”?2. reading to summarize the main idea of each paragraph.skim the text and summarize the main idea of eachparagraph in one sentence.para. one: Anne made her diary her best friend whom she could tell everything.para. two: Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.para. three: having been kept indoors for so long, anne grew so crazy about everything to do with nature.step 4 post-reading1. comprehending exercises (on paper)time nature feelingbefore hidingafter hiding2. discuss what kind of feelings of Anne the following words from the letter imply.words Anne’s feelingnature free, peaceful, relaxedoutdoors freecrazy anxious, eager, thirstydidn’t dare scared, frightenedthundering, entirely, power helpless, depressed, lonely step5. activityfour students a group to discuss the situation:。
英语人教版必修1 unit 1 reading Anne′s Best Friend教学设计
人教版必修1 unit 1 reading Anne's Best Friend教学设计姜庆云Step 1 Lead-inListen to the song and answer the questions1.Does a friend always have to be a person?what else can be your friend?2.Do you think a diary can become your friend? Why or not?Step 2 Introduce Anne and show some pictures about herStep 3 Fast reading1 What do you know about Anne? Say one or two things you know about Anne after your reading.2 Fill in the form belowThe time of the story World War 2The place of the story NetherlandsThe heroine of the story AnneAnne’s best friend her diary--KittyThe length of time they hid away two yearsThe date of the diary Thursday 15,June,1944Step 4 Intensive readingJoin the correct part of the sentences1 Anne kept a diary because A she couldn't meet her friends.2 She felt very lonely because B Jews were caught by Nazis and put away.3 They had to hide because C she could tell everything to it.4 Anne named her diary Kitty because D they were discovered.5 They were finally caught because E she thought it was her best friend.Step 5 Language points1) 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物都无比狂热。
人教版高中英语必修一unit1AnnesBestFriendreading教案.doc
人教版高中英语必修一unit1 Anne “s Best Friend reading 教案 Teaching Contents: The lesson is a passage about Anne“s BesFriendTeaching 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 llAbility Objective:(1) By reading the passage, students“ reading ability of skimming and scanni can beimproved.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 andlist somedetails.(1)Teaching difficult point: Students can train their reading skill and they canuse thistopic in their daily life.Step1: Pre-reading(1)The teacher will give a VCR about the tragic life of the Jews during WouldWar ll(Justification: VCR can give Students a more intuitive feeling. Though watchingVCR,they can know what they will learn in this class and their curiosity will be stimulated.)Step2: While-reading(1) SkimmingThe teacher will ask Students to read the whole passage quickly to get themain idea,then ask someone to share it with the whole class.(Justification: To help Students understand this passage in short time so that they canimprove their Skimming skill.)(2) ScanningThe teacher will ask Student to read the passage again finish the blank:1.Anne kept a diary because2.She felt very lonely because3.They had to hide because4.Anne named her diary Kitty becauseAfter that, ask them to discuss the following questions :question1: About how long had Anne and her family been in the hiding place whenshe 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 theirimagination.)Step3 : Post-reading(1) RetellingIn this step, the teacher will invite two of them to narrate the passage in his or her ownwords standing on the platform.(Justification: Standing on the platform can give them much more confidence inexpressing them. Narrating in their own words can train their concluding ability anddeepen their impression of the content of this class. )(2) Group WorkTeacher give Students some questions: Imagine you have to go into hiding like Anneand her family. What would you miss most? Why? Add students can first dicuss themin groups, give their own opinions and choose a member to present theiropinions tothe whole class.(Justification: This step will pratice student“ s ability of speaking anf develop theirspirit of cooperating with others.)Step4 : Summary and HomeworkSummary: The teacher summarizes what they have learnt in this class.Homework: Read the passage fluently and oay attention these importantwords.(Justification: Students can review and consolidate what they have learnt inthis class. )。
高中英语《Book1 Unit1 reading Anne' s Best Friend》优质课教案、教学设计
设计教师：教学年级：高中一年级课题名称：Book1Unit1 reading Anne' s Best Friend教材版本：人教版Teaching aimsLearning ability goals1.Enable students to know something about Anne’s story.2.Improve students' reading abilities in skimming and scaning.Emotion. attitude and value1.To stimulate students interest in learning English.2.To develop students sense of cooperation.3.To enable students to cherish their friendships.Teaching strategies and technique1.Task-based language teaching.bine individual work, pair work, and group work.Teaching aidsA blackboard and a computerTeaching proceduresStep1 Leading in1.Greetings2.Ask students to think about some adjectives to describe their good friends.设计意图:1.通过交流自身朋友这一话题，引发学生对本篇文章的学习兴趣，自然引入课堂。
2.吸引了学生的注意力，让学生积极表达，感受英语之美。
Step2 pre-reading1.Students talk about their friends in their daily life.2.Does a friend always have to be a person?设计意图:1.通过介绍朋友，学生体会到朋友的意义。
人教版高中英语Book 1 Unit1 Anne's best friend reading 教学设计
Unit 1 reading—A nne’s best friend 教学设计教学思路:本节课为文章整体理解课，，重点处理Warming Up, Reading 和Using Language中的阅读文章，培养学生的听、说、读、写的技能，使学生能对本单元的“Friends and Friendship”这一话题充分理解，并感受主人公乐观自信的人生态度以及纯真美丽的心灵。
1.学习任务分析A nne’s best friend 是高中英语必修1第一单元的阅读部分。
本单元的话题是友谊，阅读部分选取了安妮日记中的一小部分，讲述了安妮与一本日记的深厚友谊。
课文主要由两个部分组成：背景介绍和日记展示。
整个阅读部分将分为两个课时来上，这节课主要是简单过一遍课文。
学生必须掌握课文中的新单词和句型，为下一节课讲语法做好准备。
教学重点：1.课文中出现的生词和句型2.对朋友的解读和感想3.书信格式的把握教学难点：1.对课文背景的把握可能很有难度2.了解课文背后隐藏的关于战争所造成的悲剧2 学习者分析高中一年级的学生在初中阶段的英语学习中,已经积累了一定的词汇基础和简单的语法,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。
这个班的英语水平参差不齐，教学既要进一步培养尖子的学习能力又要保证差生能听懂，调动他们的积极性，使他们愿意学，在学习的过程中享受到乐趣。
他们已具备了直接思维和抽象思维的能力，正处于发展、培养创造性思维能力的最佳时期和智力向高水平发展的关键时期，他们有极强的好奇心和求知欲。
他们对老师的期望也大大提高，不仅希望老师传授科学文化知识，更期望从老师那里获得更多的学习策略与技巧，分享人生经验。
3 教学目标a．知识目标理解并学会使用重点词汇和短语：feelings, go through, German, hide away, set down,a series of, outdoors, be crazy about, on purpose, in order to, dare, happen to do,entirely, face to faceb．能力目标（1）学生能用英语表述自己对朋友的观点。
Unit1-Anne‘s-best-friend-教学设计
Unit 1 reading—A nne’s best friend 教学设计教学设计思路:根据课堂教学设计的基本原理,并结合《高中英语教学大纲》的，制定了A nne’s best friend 第一课时的教学设计方案.运用多媒体课件的等创设学习情境,学生在学习过程中会带着任务去阅读,分析课文,即我采用的是任务型教学方式.每个环节都设有一定的任务，引导学生自主或者合作完成。
在阅读活动过程中,从整体入手，先简单概括大意再仔细分析各个部分的内容. 由易到难，步步推进，层层深入。
整个教学活动以学生为中心,充分考虑到学生的实际情况。
我认为,在课堂教学中，学生跟老师学的是如何学习，而不是单纯的听老师讲课,不去思考.我要求学生积极参与小组的各项活动，展现自己和小组的能力，并培养团队协作能力。
在整个教学活动中，学生充分调动其各个感官进行听、说、读、写，积极主动的学习。
1.学习任务分析A nne’s best friend 是高中英语必修1第一单元的阅读部分。
本单元的话题是友谊，阅读部分选取了安妮日记中的一小部分，讲述了安妮与一本日记的深厚友谊。
课文主要由两个部分组成：背景介绍和日记展示。
整个阅读部分将分为两个课时来上，这节课主要是简单过一遍课文。
学生必须掌握课文中的新单词和句型，为下一节课讲语法做好准备。
A 教学重点○课文中出现的生词和句型○对朋友的解读和感想○书信格式的把握B 教学难点○对课文背景的把握可能很有难度○了解课文背后隐藏的关于战争所造成的悲剧2 学习者分析高中一年级的学生在初中阶段的英语学习中,已经积累了一定的词汇基础和简单的语法,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。
这个班的英语水平参差不齐，教学既要进一步培养尖子的学习能力又要保证差生能听懂，调动他们的积极性，使他们愿意学，在学习的过程中享受到乐趣。
他们已具备了直接思维和抽象思维的能力，正处于发展、培养创造性思维能力的最佳时期和智力向高水平发展的关键时期，他们有极强的好奇心和求知欲。
【配套K12】高中英语 Unit 1 Art Reading Anne‘s best friend教
Unit 1 ArtReading: Anne’s best friend一、教学对象分析本节课的授课对象是高二某班学生。
通过高一至此一年多的阅读基础技巧和口语表达训练，这一阶段的学生已经熟悉了阅读课的基本发展思路，且具有了较强的阅读能力和口头组织能力。
高二的学生已经形成了比较健全的人生观及价值观，有了富有个性的判断力且有表达自我个性的主动性，但是口语表达的词汇量还有待提高。
二、教材内容分析本单元取自人教版《普通高中课程标准实验教科书》选修6。
本单元的中心话题是艺术，而阅读部分又围绕绘画艺术展开。
通过阐述导致艺术发展的因素及分阶段呈现西方绘画艺术的流派，文章较为系统地介绍了西方绘画史。
通过寻读、扫读两大阅读技巧的贯穿以及讨论任务的设置，本节阅读课主要目的在于让学生了解绘画艺术及各个历史发展时期的不同风格，培养他们对艺术的兴趣和一定的鉴赏力。
三、教学目标（1）简要了解西方绘画艺术的历史和风格，各时代的著名画家以及他们的作品；（2）学习有关绘画艺术的词汇；（3）学会表达喜好和偏爱的日常交际用语。
四、教学过程Step 1 Leading-in(3mins)Understand the term art generally by asking Ss two questions:1)How many forms of art do you know?2)What is the function of art?【设计意图】教师通过提问帮助学生理解“艺术”这一概念，并激发他们学习和谈论这一话题的兴趣。
T: As we know, art is too general a term for us to define. So I will simply ask you to brainstorm the forms of art you know. Tell me what belongs to art.S: Music, dance, painting, calligraphy…T: How about the similarities between all these art forms?S: They can all bring beauty to life.S: They are an enjoyment for people.T: Yes, you are all correct. Art adds spice to our life, and it is also a reflection of our life. Later you can prove it by reading the new text.Step 2. Warming Up(5mins)1.A sk Ss what all these things are called.【设计意图】教师引导学生谈论中西方著名画家及其代表画作，并通过中西方绘画发展过程的对比为课文的理解做好准备。