人教版高一英语必修一unit1 friendship第2课时阅读教案
人教英语必修一Unit1Friendship教案2
Unit 1 Friendship(Summing up and Learning tip)整体设计从容说课This is the seventh (also the last)teaching period of this unit. The emphasis should be placed on going over what has been learned in this unit. It mainly includes two parts, Summing up and Learning tip.Summing up summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. The teacher can first use this part to let the students sum up what they have learned and then explain what the students couldn’t understand very well in this unit. An experienced teacher should design some exercises for the students to do in order that they can learn to use and grasp all the contents. Learning tip encourages students to form the good habit of keeping a diary. It will help students improve their English. So, make sure that the students form the habit.In this period, the teacher can also add more exercises to consolidate what the students have learned. Finally, ask the students to finish Checking yourself on Page 47. This part aims at encouraging students to make a self-assessment after they finish learning this unit. It is very important to improve their learning.教学重点Get the students to review and consolidate what they have learned in this unit.教学难点Get the students to turn what they have learned into their ability.教学方法Summarizing, discussing and practicing教具准备A projector and other normal teaching tools三维目标Knowledge aims:1. Get the students to go over useful new words and expressions.2. Have the students review the grammar:Direct Speech and Indirect Speech.Ability aims:1. Develop the students’ ability to use the important language points.2. Enable the students to learn to express their attitudes, agreement and disagreement, and certainty.Emotional aims:1. Get the students to form the good habit of keeping a diary.2. Strengthen the students’ comprehension of friendship.教学过程→Step 1 Checking the homework exercises.→Step 2 Lead-inTell the students:Up to now, we have finished Unit 1. Have you learned and grasped all in this unit? Turn to Page 8. You can check yourself by filling in the blanksin the part Summing Up.→Step 3 Summing UpFive minutes for the students to sum up by themselves. Then check and explain something where necessary.Suggested answers:Write down what you have learned about friends and friendship.(The students’ answers will vary. )Friends are just the people who share your happiness and sorrow. Friendship is love with understanding.From this unit you have also learnedUseful verbs:add ignore calm concern cheat list share trust dare suffer communicateUseful nouns:reason list feeling Netherlands German series purpose nature thunder power teenager advice questionnaire quiz situation editor habit Useful expressions: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 according to get along with fall in love join in New grammar item:Direct speech and Indirect speech (Statements/Questions)→Step 4 Word and expression exercisesShow the exercises on the screen or give out exercise papers.Fill in the blanks with proper words or phrases given. Change the forms where necessary.communicate suffer series situation habit add up be concerned about join in hide away get along with in order to on purpose1. The______________ is very difficult.2. I came here______________ to see you.3. How are you______________ your English study?4. Although he______________ the discussion, he said nothing.5. Mothers usually______________ their children.6.______________ catch the train, she hurried through her work.7. It’s a good______________ t o go for a walk after supper.8. He wrote down the weight of each stone and then______________ all the weights.9. His friend______________ from ill health for some years.10. The naughty boy______________ for two days before he was discovered.11. The Minister for Foreign Affairs has already______________ on this event with the American President.12. He saw a______________ of white arrows painted on the road.First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.Suggested answers:1. situation2. on purpose3. getting along with4. joined in5. are concerned about6. In order to7. habit8. added up9. has suffered10. hid away 11. communicated12. series→Step 5 Grammar exercisesTurn the following direct speech into indirect speech and indirect into direct.1. “I don’t want to set down a series of facts in a diary, ” said Anne.2. He asked, “Are you leaving tonight? ”3. “When did you go to bed last night? ” Father said to Anne.4. Anne asked her father when they would go back there.5. Mother asked me whether I had finished my homework before I watched TV.6. He said that he had gone there the week before.Suggested answers:1. Anne said that she didn’t want to set down a series of facts in a diary.2. He asked us whether we were leaving that night.3. Father asked Anne when she went to bed the night before.4. “When will we come back here? ” Anne asked her father.5. Mother asked me, “Had you finished your homework before you watched TV? ”6. He said, “I came here last week. ”→Step 6 Discussion and talkThe teacher can ask the students to work in pairs and discuss with each other, “What is/are the most important quality/qualities that a friend needs to have? ” Tell them to use the following they learned in this unit:I agree. I think so. Exactly. That’s correct.I don’t agree. I don’t think so. I’m afraid not. Of course (not).Sample dialogue:A:I think what is important for me is that a friend is always around when I need him. If I feel sad or upset, he will comfort me. H e won’t leave me alone when I’m in trouble. He will help me.B:I agree. But in my opinion, a real friend should also tell you the truth. He should tell you what he really thinks about things.A:That’s right. But Wang Ping said he didn’t agree with you.. . .→Step 7 Learning tipIt is a good habit for students to keep a diary. Encourage them to have a try.→Step 8 Assessment1. Checking yourself (on Page 47 in the Workbook)First get the students to think about these questions individually. Then they can discuss in groups sharing their experience. The teacher can join in and give them advice and suggestions where necessary.2. Testing assessmentFirst get the students to do the following exercises. Then the answers are given. The teacher can give them explanations where necessary.Show the exercises on the screen.1)Complete the sentences using the words below in their proper forms.add point ignore reason dare power concern suffer advice communicate(1)Can you explain the______________ behind the decision?(2)Jane, who grows up in a circus, is able to______________ with all the animals.(3)After the earthquake, people hardly_____________ hope that their families were still alive.(4)I______________ from a bad headache after the operation.(5)I followed my teacher’s______________ and bought an English-English dictionary.(6)Parts of the city had______________ cuts yesterday because of the big fire from the restaurant.(7)Please______________ your daughter’s name to this list.(8)Air pollution is one of the problems that we can’t afford to______________.(9)There are five important______________ in her speech.(10)We’re rather______________ about Father’s health.2)Complete the short passage using suitable phrases you learned from this unit. When you finish, try working out a surprising ending of the story with a partner.Paul and I are good friends. We always______________ each other. He can______________ in his head quite easily, but I have to______________ all the numbers on paper for calculations. Last week Paul took me to a newly opened small pub. I______________ it as soon as I stepped in. It was such a nice place with all kinds of lovely candles. While we were chatting happily together, someone came near at our table. He a sked politely, “Can I______________? ”. . .3)Choose the best answer.(1)Mother asked me______________ or not I liked that coat.A. thatB. whatC. whetherD. if(2)The man asked Alice______________ the good ring.A. where she had putB. where had she putC. where she has putD. where has she put(3)Did you have trouble______________ the post office?A. to have foundB. with findingC. to findD. in finding(4)Why don’t you put the meat in the fridge? It will______________ fresh for several days.A. be sB. stay(5)______________ is it______________ I’ve grown so crazy about evening to do with nature?Suggested answers:1)(1)reasons(2)communicate(3)dared (to)(4)suffered/was suffering (5)advice(6)power(7)add(8)ignore(9)points(10)concerned2)get along (well)with; add up; set down; fell in love with; join in3)(1)C(2)A(3)D(4)B(5)A→Step 9 Homework1. Review and summarize what you have learned in Unit 1.2. Preview the next unit.板书设计Summing UpWrite down what you have learned about friends and friendship.(The students’ answers will vary. )Friends are just the people who share your happiness and sorrow. Friendship is love with understanding.From this unit you have also learnedUseful verbs:add ignore calm concern cheat list share trust dare suffercommunicateUseful nouns:reason list feeling Netherlands German series purpose naturethunder power teenager advice questionnaire quiz situation editor habitUseful expressions: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 according to get along with fall in love join inNew grammar item:Direct speech and Indirect speech (Statements Questions)活动与探究Go to the library or surf the Internet to collect materials like poems, songs, stories, and plays on friendship. Prepare for an English party on friendship.Friendship is such a popular topic on which there are lots of stories, songs, poems and plays. After learning this unit, the students should be encouraged to collect as much material on this subject as they can from the library, media and the Internet. They may hold an English party, where they can put on performances, for example, reciting poems, singing songs, telling stories, etc. This is a good way to increase the students’ interest in learning English as well as enhance their understanding of friendship.Suggested English songAuld Lang Syneshould auld acquaintance be forgot,and never brought to mind?should auld acquaintance be forgot,if you ever change your mind,but I living, living me behind,oh bring it to me, bring me your sweet loving,bring it home to me.I’ll give you jewe lry and money too.that s all all I’ll do for you.oh bring it to me, bring me your sweet loving,darling you know I laughed when you left,but now I know that I only hurt myself.please bring it to me, bring your sweet sweet love,if you ever change your mind,but I living, living me behind,oh bring it to me, bring me your sweet loving,for auld lang syne my dear,for auld lang syne,we’ll take a cup offor the sake of auld lang syne.The song Auld Lang Syne can remind people to think of old friends and remember the good times of the past, as they look forward to the future. It is sung at the stroke of midnight on New Year’s Eve in nearly e very English-speaking country. This tradition is centuries old, but the version of the song that is sung today was written by Robert Burns in the 18th century. “Auld Lang Syne” comes from the old Scotch language and literally means “Old Long Age”(旧日时光) or “Good Old Days”(美好往昔). It was used as the theme song in the 1940 movie Waterloo Bridge (《魂断蓝桥》).附参考译文：《友谊地久天长》怎能忘记旧日朋友/心中能不怀想/旧日朋友岂能相忘/友谊地久天长/我们曾经终日游荡/在故乡的青山上/我们也曾历尽苦辛/到处奔波流浪/我们也曾终日逍遥/荡桨在碧波上/但如今却劳燕分飞/远隔大海重洋我们往日情意相投/让我们紧握手/我们来举杯畅饮/友谊地久天长友谊万岁/友谊万岁/举杯痛饮/同声歌颂友谊地久天长Suggested English little poemChildhood FriendsAs childhood friends, we grew up together,Swearing to be friends forever and ever.Sometimes we would argue and fight,We went from playing with games and toys,To talking and dreaming about different boys.My thoughts and feelings, to you I would confide,Friends we do remain,Things changing, and things staying the same.To each other we still listen and share,About each other, we will always care.。
人教版高中英语必修一Unit1friendship阅读课教案
Lesson Plan学科英语赖菲菲2015120101 Background information:Students:40 senior high school students, Grade 1.Lesson duration:45minsTeaching objectives:Knowledge objective:By the end of this lesson, students will be able to use some important words and phrases in the passage, for example, hide, outdoors, go through, on purpose, a series of and so on.Ability objective:By the end of this lesson, students will1.learn some reading strategies about narration, such as paying attention to time, places and characters, finding out specific information, retelling and the like.2.learn about the formats of a diary or a letter.Emotion objective:To get the students to realize the importance of friends and friendship.Teaching contents:Unit 1 Reading: Anne’s best friendTeaching aids:PPT, blackboard, chalkType of the lesson:readingTeaching procedures:Step1: Pre-reading(8mins)1. Warming-up(1min)Enjoy a piece of music and find out its theme.2.Divide students into 3 groups and ask them to discuss two questions. Afterwards, choose representatives to show their answers.(3mins)⑴Do you think friends are important to us? Why do you think so?⑵Does a friend always have to be a person? What else can be our friend?3. Go through the text quickly to find out:(1min)⑴how many parts it contains?⑵what the different parts are about?4.Get students exposed to the background information about the passage and introduce the reading methods about narration, that is,“5W1H”.(3mins)Step2: While-reading(24mins)1. First reading(8mins)Scan the text and find out some specific information according to the questions. And then fill in the form and join the correct parts of the sentences. Choose some volunteers to share their answers.2. Second reading(10mins)⑴Read the passage again and answer the following question.What were Anne’s deepest feelings and thoughts? Use some words to describe her feelings?⑵Ask students to think about their feelings towardsAnne’sexperience. Select several students to show their answers.3. Third reading(6mins)Make students retell the stories sentence by sentence.Step3 Post-reading(10mins)Group discussion:Imagine you have to go into hiding like Anne and her family. What would youmiss most? Give your reasons?Step4 Talk about quotes about friendship(2mins)1.True friendship is like sound health; the value of it is seldom known until it is lost.2.A friend is one who walks in when others walk out.3.A friend is one who believes in you when you have ceased to believe in yourself.4.A friend in need is a friend indeed.Step5 Homework and optional activity(1min)Homework:1.Look up ''go through'' in the dictionary and find out all its usage.2.Write a diary about your good friends.Optional activity:Learn to sing the song“ Auld Lang Syne together”. Reflection:1.Ways to question students should be diversified and try to get more of them involved.2.While students are discussing, the teacher ought to walk around the classroomto ensure the atmosphere and give assistance when it is necessary.。
人教版高中英语必修一unit1friendship阅读课教案
人教版高中英语必修一U n i t1f r i e n d s h i p阅读课教案-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANLesson Plan学科英语赖菲菲 2015120101 Background information:Students:40 senior high school students, Grade 1.Lesson duration:45minsTeaching objectives:Knowledge objective:By the end of this lesson, students will be able to use some important words and phrases in the passage, for example, hide, outdoors, go through, on purpose, a series of and so on.Ability objective:By the end of this lesson, students will1. learn some reading strategies about narration, such as paying attention to time, places and characters, finding out specific information, retelling and the like.2. learn about the formats of a diary or a letter.Emotion objective:To get the students to realize the importance of friends and friendship. Teaching contents:Unit 1 Reading: Anne’s best friendTeaching aids: PPT, blackboard, chalkType of the lesson:readingTeaching procedures:Step1: Pre-reading(8mins)1.Warming-up(1min)Enjoy a piece of music and find out its theme.2.Divide students into 3 groups and ask them to discuss two questions. Afterwards, choose representatives to show their answers.(3mins)⑴Do you think friends are important to us Why do you think so⑵Does a friend always have to be a person What else can be our friend3.Go through the text quickly to find out:(1min)⑴how many parts it contains?⑵what the different parts are about?4.Get students exposed to the background information about the passage and introduce the reading methods about narration, that is, “5W1H”.(3mins)Step2: While-reading(24mins)1.First reading(8mins)Scan the text and find out some specific information according to the questions. And then fill in the form and join the correct parts of the sentences. Choose some volunteers to share their answers.2.Second reading(10mins)⑴Read the passage again and answer the following question.What were Anne’s deepest feelings and thoughts Use some words to describe her feelings⑵Ask students to think about their feelings towards Anne’s experience.Select several students to show their answers.3.Third reading(6mins)Make students retell the stories sentence by sentence.Step3 Post-reading(10mins)Group discussion:Imagine you have to go into hiding like Anne and her family. What would you miss most Give your reasonsStep4 Talk about quotes about friendship(2mins)1. True friendship is like sound health; the value of it is seldom known until it is lost.2. A friend is one who walks in when others walk out.3. A friend is one who believes in you when you have ceased to believe in yourself.4. A friend in need is a friend indeed.Step5 Homework and optional activity(1min)Homework:1. Look up ''go through'' in the dictionary and find out all its usage.2. Write a diary about your good friends.Optional activity: Learn to sing the song “Auld Lang Syne” together.Reflection:1.Ways to question students should be diversified and try to get more of theminvolved.2. While students are discussing, the teacher ought to walk around the classroom to ensure the atmosphere and give assistance when it is necessary.。
Unit 1 Friendship 教案2-公开课-优质课(人教必修1精品)
Unit 1 Friendship教案2(READING AND LISTENING<PART 2>) IntroductionT: In the last lesson, we learned Anne Frank’s story. She is telling her stories to two of her friends—you and Tom. Tom has something wrong with his ears, so you have to repeat Anne’s senten ces, using indirect speech. Sometimes you explain Tom’s sentences to Anne.“I have to stay in the hiding place.” said Anne.→Anne said she had to stay in the hiding place.“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.“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.“What do you call your diary?” Tom asked.→Tom asked what she called her diary.Ss go on this topic by themselves.Teaching objectives1．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.Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.1．陈述句“I don’t want to set down a series of facts in a diary.” Said Anne.(Direct speech)→----- Anne said that she didn’t want to set down a series of facts in a diary.(Indirect speech)2．一般疑问句“Does a friend always have to be a person?”, the writer asks us.→The writer asks us if a friend always has to be a person.3．特殊疑问句“When do you call your diary?”Anne’sFather asked Anne when she went to bed the night before.Teaching difficult pointLearn about the special cases in which the tenses shouldn’t be changed.Teaching methodsDiscussing, summarizing and practicingTeaching proceduresStep1 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 side. They may think of Hong Kong, Macao, Singapore. And the teacher will add one more -------Hawaii.Step2 Pre-writing1. Read a letter from a student called Xiaodong.2. Go over the advice on page 7 and be ready for writing.Step3 While-writingAsk the Students to write a letter to Xiaodong as an editor and give him some advice.a. Students make a list about the important information that they need.b. Students begin to write the letter to Xiaodong.c. Students revise their letters by themselves.d. Students exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….)e. Students get back their own writing paper and write the letter again.Step4 Fast reading1. It is said that Hawaii is a place where the East truly meets the west. Consider how people show their friendship in Hawaii.Show a picture and find the information from the textbook. (by giving “leis” to one another.) Explain what a “lei” is.2. Read fast and find out more ways to show friendship in Hawaii to fill in the form.3. According to the form, ask them to consider what friendship is in Hawaiians.Step5 Careful readingRead the 2nd paragraph carefully and ask “Why do many 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)Step6 Writing task1. Show proverbs about friends and friendship. Explain them and ask Ss to choose some they agree with and some they disagree with and explain why.2. Discuss with their partner and try to write some similar sentences to show their opinions on friendship.Step7 ListeningBesides you Lisa also asks Miss Wang of Radio for Teenagers for help. What advice does Miss Wang give to Lisa? Let’s listen to what she says.Listen for 3 times and do listening exercises.Step8 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?Step9 AssignmentTask1.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. We will share the pieces and your feelings with the whole class.Step 10 HomeworkSurf the Internet to collect materials like poems about friendship. And share with your friends.。
高中英语 Unit 1 Friendship2教案 新人教版必修1 教案
Unit 1 Friendship （全套教案）
Teaching plan Unit one Friendship
Teaching aims:
1. 能力目标：
a. Listening: get information and views from the listening material;
Step 2. Talk about your old friends
1. Ss talk about their old friends inJuniorMiddle School, talk about their appearance, personality, hobbies, etc.
2. Self-introduction
b. Speaking: express one’s attitude or views about friends and friendship in appropriate words.
c. Rthe main idea
d. Writing: write some advice about making friend as an editor
When Ss make their conversation, ask them to try to 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.
4. 策略目标：
a. To develop Ss’ cognitive strategy: taking notes while listening;
Unit 1 Friendship教学设计【人教版高中必修1】
Unit 1 Friendship教学设计【人教版高中必修1】【人教版高中英语必修1 Unit 1 Friendship 教学设计】教学目标：1. 通过本单元的学习，使学生积累一些用于描述朋友的单词和短语，并能够熟练运用于实际情境中。
2. 培养学生的阅读技巧，能够理解文章主旨，捕捉关键细节，并进行推理判断。
3. 培养学生的写作能力，使其能够用英语写一篇关于友谊的短文。
4. 培养学生的合作意识和互相尊重的精神，使其能够团结合作，共同完成各种任务。
教学重难点：1. 通过阅读文本和进行听力练习，提高学生的读写能力。
2. 运用所学的单词和短语，描述朋友的外貌特征、性格特点、兴趣爱好等。
3. 通过小组合作学习和讨论，培养学生的合作意识和批判思维能力。
教学准备：1. 教材：人教版高中英语必修1 Unit 1 Friendship2. 多媒体设备：电脑、投影仪等3. 音频设备：录音机、音频CD等4. 录音材料：Unit 1 Friendship相关的听力材料5. 实物：图片、海报等教学过程：Step 1 导入新课（约5分钟）1. 向学生介绍本单元的主题——Friendship，并引导学生思考以下问题：你认为朋友是什么？你对友谊有什么看法？2. 让学生用几句话回答上述问题，并鼓励他们互相交流讨论。
3. 引入本单元的活动：学生们将在本单元学习如何谈论朋友，并通过小组合作练习互相了解彼此的朋友。
Step 2 阅读文本（约15分钟）1. 让学生阅读教材中的课文，并要求他们理解文章的主旨。
2. 学生们可以用关键词的形式记录下文章的主旨，并与同桌分享。
3. 引导学生找出文章中的生词和短语，并进行词义推测。
4. 学生们可以用自己的话对文章进行简单的概括，以检测其对文章的理解程度。
Step 3 听力练习（约15分钟）1. 播放与文章相关的听力材料，让学生进行听力理解练习。
2. 学生们可以用关键词的形式记录听到的信息，并与同桌分享。
(人教版)优秀教学案 必修一 (Unit 1 Friendship Period 2 Reading)
Unit 1 FriendshipPeriod 2Reading整体设计从容说课This is the second teaching period of this unit. As usual, the teacher should check the students’ homework and offer chances for them to go over what they learned in the last period at the beginning of the class.In this period, the teaching emphasis will be put on developing the Ss’ reading ability and getting them to learn to use some reading strategies such as guessing, key sentences, skimming and so on. As to new words and phrases, the teacher can first find those the Ss find most difficult and help them to understand. One way of helping them learn new words is to ask them to study the text before the lesson and find out the meaning of any word they are unsure of. A second way of helping them is to choose the words they maybe find difficult and pre-teach them before beginning the reading.In order to lead in the part Reading, the teacher can first ask the students to discuss whether they have ever considered making friends with animals, plants or even an object and why or why not. The students are supposed to analyze their reasons. The purpose of this activity is to begin to focus the students’ attention on the main topic of the reading passage.It is very important that the students learn to use all the clues in the text to help them understand the gist of what they are reading. So first encourage them to look at the pictures and the heading and guess what the text might be about. Then ask the class to read the passage silently. Sometimes ask them some questions to focus their reading. Alternately, ask them to tell what the main idea for each paragraph is. Make sure that they do it in one sentence. This is very useful because it is making them analyze what is important and what is not.While discussing the ideas put forward in the reading passage, the students should be encouraged to put forward their own ideas, either criticizing the text or using it as a support because they should think whether they agree or disagree with the writer. Besides, in order to help the students’ own writing, it is also important to ask them to find out and remember some phrases and sentences.To consolidate the contents of the reading passage, the students should be required to retell the text. In order to arouse the students’ intere st, the teacher can hold a competition between groups.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 students 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 Readi ng1. 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 betw een 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 chanc e 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 attit ude 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 Amsterdam 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 4 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 5 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 6 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 7 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 ou t 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 whomshe could tell everything.Feeling go through. . .Paragraph 2 Anne’s diary acted as her true friend duringthe time she and her family had to hideaway for a long time. hide away set down a series of. . .Anne’s diary Having been kept indoors for so long, Annegrew so crazy about everything to do with crazy nature on purpose in order to dare face tonature. 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 f or 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 yo ung, 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, only to 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. . .。
高中英语人教版必修1Unit1FriendshipReading教案(系列二)Word版
必修一Unit1 friendshipPeriod1 ReadingThe 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. 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) Wha t’s the main idea of each part?Step4 Scanning: (go over the passage and get specific information)Finish the chart belowStep5 Intensive reading:Read the passage carefully and finish the table below in pairsRead 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 the Nazis.I felt very ___without seeing my old friends. So I had to make a new friend---___, whom I could tell ___.Step7 Homework: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:整个课堂教学过程是以任务活动为驱动的体验参与式学习。
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人教版高一英语必修一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 themain idea of the diary.•Anne expressed _______________________afterhiding for a long time.•______________________kept Anne spellbound.Skimming her feelings about nature Everything about nature The time they started to hideThe length of time her family hid away Her 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--Kittyover two years Fast reading ScanningJuly 1942 Fast reading3 Join the correct parts of the sentences.1.Anne kept a diary because 2.She felt very lonely because 3.They have to hide because 4.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 spellboundBlue sky, songs of birds, moonlight, flowers Before hiding Darkness, rain, wind, thundering clouds Nature Feeling Time After hiding Grew crazy,held in theirpowerAnne ’s feeling Summary IV DifficultiesPick out the difficult sentencesfrom the reading passage.Discuss in groups of four andwork 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 caughtWhat Amsterdam, Netherlands Where World War IIWhen told everything to What kind her diaryWhat Anne ’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 Homework1． 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。