人教版高中英语必修一Unit1 friendship阅读课教案
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。
人教版高中必修一英语第一单元 Friendship 阅读课 教学设计
Teaching PlanTeaching content Unit 1 FriendshipReading: Anne’s Best Friend ( Period 2 )TeachingmaterialNew Senior English for China students book 4Time 45 mins Grade Senior 1 Lesson type ReadingI. Analysis of teaching material and the students1.The analysis of teaching material: “Friendship” is unit1,senior1, so I must try my best to arouse students' interest in learning English and cultivate their a bility to learn English.2.Analysis of students: My students are in senior1, they have learned English for8 years. They already have the ability to learn English following teachers. They can do some activities with English. They are interested in learning English and are quite familiar with the task-basedlanguage teaching model.However most of them find it’s not interesting enough to learn the words and sentences, so I have to fully arise their interests by using some different ways.Ⅱ. Teaching objectivesBased on the analyses of teaching material and the learning condition, I will put forward the teaching objectives from 5 aspects.1. Language Knowledge by the end of this lesson , the Ss will be able to(1) know clearly of the definition for friendship.(2) get to express opinions about friendship fluently.2. Language Skills(1)Use the reading skills, such as skimming and scanning to find the information quickly andcorrectly.(2)Use the given expressions properly to their own opinions and ask for others’ opinions.3.Affective & AttitudeSs will be able to distinguish true or false friendship and cherish true friends.4.Cultural AwarenessSs will be able to know more about friends. Besides people, there are other things that can be be our friends, such as a diary.5.Learning strategySs will be able to learn individually and cooperatively.III. Teaching key & difficult points1.Teaching key pointsHow to make Ss master the central idea and gather the detailed information through various reading skills such as skimming, scanning, predicting and so on.2.Teaching difficult pointsHow to get the Ss to master the main idea of the text and understand text as well.IV. Teaching methodsI adopt following teaching methods: PWP, task-based language teaching and situational method.V. Teaching aidsInteractive Blackboard; PPTVI. Teaching proceduresTeacher’s activities Students’ activities PurposeStep1( 10 mins) Lead-in& Warm-upWram - up1. Check the homework last class .2. Ask the students what friendship is.T: Who can tell me what friendship is?Lead-in1. Look some pictures with Ss . Ask the Ss to findout what it is about.2. Brainstorming1) Is friendship very important? Why?2) Do you have friends? What kind of friend do you like?3) Tell Ss what qualities make a true friendship.T: Each letter of the word "friendship" has its meaning. Do you know what true friendship is?4) Ask the Ss to make a list of reasons why they need friendship.T: Why do you need friends? Make a list of reasons why 1. Show the homework from last class and answerthe definition of friendship.2. Look at the pictures and give various opinionsabout friendship.3. Use positive adjectives to describe friendship.The designpurpose:To warm up thclass atmosphereand lead to thetopic:Anne’s BestFriend.friends are important to you.Step2 (7 mins)Pre -reading 1. Group work1) Ask Ss the followingquestion so as to begin tofocus students’ attention onthe main topic of thereading passage.T: Does a friend alwayshave to be a person? Whatelse can be your friend?Tell us about your unusualfriends. (Free talk )2) Show the students two pictures of Anne Frank.Let the students guess who she is. Then tell the students that the girl is Anne. Let the students guess who Anne's friend is.T: Do you know her name? Who is her friend?(Answer: Her name is Anne Frank, her friend is diary)2. Background information1) T: Today we are going to study the reading. Before 1. Group discussion what can we be friends with other than people?2. Look at the pictures shown by the teacher and get some background information about the reading.1. Let the Ssknow thatfriendship can benot only peoplebut also things.2. Ask Ss tomaster newwords andphrases beforereading.3. Abackgroundintroductionhelps Ssunderstand thepassage.we study it, let's learn thebackground of the story.2) New words and phrasesT: To help us understand thepassage, let's learn reviewwords and phrases involvedin the passage.(Netherlands, German,series, outdoor, dusk,thunder, entire, entirely,power, curtain, dusty, gothrough, set down, onpurpose, at dusk, face toface)reading.Step 3 ( 21 mins) While-reading Skimming to get generalideas.1) T: Please read thepassage for the general idea,and I will give you two minutes.2) T: Two minutes is up. Let's finish these problems. Answer in groups.complete the following questions3) Fill in the form below. Learn reading skills (scanning, detailed reading, skimming), answer teacher's questions and completerelated exercises.1. Trainstudents inreading skills:skimming,careful readingand scanning.2. Trainstudents'teamworkability.3. StrengthenSs'understanding of4) Answer the following questions.a. How did Anne feel about nature before she and her family hid away?b. Why did Anne no longer just like looking at nature out of the window?c. Why do you think her feelings changed towards nature?the passagethroughexercises. Step 4 ( 4 mins) __ Post-reading _T: Retell the text by filling in the blanks.Anne Frank wanted a ______ whom she could tell everything to. She found such a friend. Her namewas ______. And that was her diary.Being Jewish Anne’s family _____ away to avoid being caught by the German _____. During that time Anne wrote a lot of_______.In one of her diaries she _____us her feelings Retell the passage according to what our have just learned.Train students'expressiveability andunderstanding ofthe passage.about nature. She wondered___ it was because shehadn’t been able to be________ for so long thatshe’d grown so ______about everything to do with_______. She was terrifiedseeing the night _____ to_____. She was only able tolook at nature ________dirty curtains.Step 5 ( 3 mins) Summary& Homework Summary:T: In this period, we’ve reada passage about the Anne’sbest friend—diary. We’velearnt that a friend may notbe a person as long as wecan share our happiness and sorrow. We already know what friendship is. Besides, we’ve also learnt some useful expressions.Homework1) Read the text again and underline some important phrases and difficult sentences. Use our own words to summarize what our have learned in this lesson and finish our homework.1. Show whatstudents havelearned in thislesson.2. To furtherhelp Ss to masterwhat they havelearned in theclass.2) Find more informationabout Anne’s diary.……VII. Blackboard designUnit 1 FriendshipReading: Anne’s Best Friend ( Period 2 )Teaching objectives from 5 aspects.1) Language Knowledge; 2) Language Skills ; 3) Affective & Attitude ; 4) Cultural Awareness ; 5) Learning strategyTeaching key points &difficult points:What is friendship?Pharses:①go through ②set down ③at dusk ④face to faceVIII. Teaching reflectionDisadvantages :1. Teaching is used for too little, still need to strengthen practice;2. Diversified teaching methods;3. Group cooperation is not intense enough.Advantages :1. Clear teaching objectives;2. Plenty of exercises in class.IX. Detailed task contents1. Skimming to get general ideas.①_______ is Anne’s best friend.A. Her elder sisterB. Her diary KittyC. Her motherD. Her father②The story happened ________.A. in 1944B. in 1942C. during World War ID. during World War II③Anne expressed her feelings about ______ after hiding for a long time. Answer: B D nature2. Careful reading to solve difficult pointsDifferent poins: ①go through ②set down ③at dusk④face to face3. Scanning to get detail information1)Fill in the form below.The place of the story NetherlandsThe heroine of the story AnneAnne’s best friend her diary--KittyThe length of time they hid away over two yearsThe date of the diary Thursday 15, June, 19442) Complete the following multiple choice questions①Anne Frank and her family hid awayfor__________.A. over a yearB. over two yearsC. three years C. one year and a half②According to Anne, a true friend is aperson _________________.A. that would laugh at youB. who makes you happyC. whom you can trustD. who could save your life③Anne said that she had grown crazyabout nature because ____________.A. of her interest in natureB. she had always been soC. she had been outdoorsD. she had been indoors for too longAnswer: B C D3) Answer the following questions.a. How did Anne feel about nature before she and her family hid away?b. Why did Anne no longer just like looking at nature out of the window?c. Why do you think her feelings changed towards nature?(T show the answers.)Retell the text by filling in the blanks.Anne Frank wanted a ______ whom she could tell everything to. She found such a friend. Her name was ______. And that was her diary.Being Jewish Anne’s family _____ away to avoid being caught by the German _____. During that time Anne wrote a lot of _______.In one of her diaries she _____us her feelings about nature. She wondered ___ it was because she hadn’t been able to be ________ for so long that she’d grown so ______ about everything to do with _______. She was terrified seeing the night _____ to _____. She was only able to look at nature ________ dirty curtains.10。
人教版高中英语必修1《Unit1Friendship》教案
⼈教版⾼中英语必修1《Unit1Friendship》教案 ⼈教版⾼中英语必修1《Unit 1 Friendship》教案【⼀】 教学准备 教学⽬标 1、掌握下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through, hide away, set down, a series of, on purpose, in order to, face to face, according to. 2、进⼀步学习有关“朋友”的知识信息，启发学⽣对朋友和友谊的思考。
3、了解《安妮⽇记》的背景知识，在感受外国⽂化的同时，深刻理解安妮⽇记的内涵，同时提⾼学⽣⽂化意识。
4、训练学⽣⼀定的阅读技巧，使他们掌握⼀些有效的学习策略，从⽽提⾼阅读速度和理解的准确性，并养成⼀定的⾃主学习能⼒。
5、培养学⽣快速阅读的能⼒、捕捉信息的能⼒及运⽤语⾔进⾏交际的能⼒。
6、通过个⼈活动、⼩组活动和班级活动等⽅法，培养学⽣的合作互助精神，分享英语学习的经验，感受⽤英语交流的成功和喜悦。
教学重难点 教学重点: 1、了解《安妮⽇记》的背景知识，在感受外国⽂化的同时，深刻理解安妮⽇记的内涵，同时提⾼学⽣⽂化意识。
2、训练学⽣的阅读技巧，提⾼学⽣阅读速度和理解能⼒。
教学难点: 对所获得的信息进⾏处理、加⼯和学习，形成有效的学习策略。
教学⼯具 ppt课件 教学过程 ... 板书 Uint1 Reading Anne’s Best Friend Qualities: easy-going ,warm-hearted ,helpful,… Questions: Skimming Summarize Discussion: 1> style 2> ideas ⼈教版⾼中英语必修1《Unit 1 Friendship》教案【⼆】 教学准备 教学⽬标 ■To help students learn to express attitudes, agreement & disagreement and certainty ■To help students learn to read the text and learn to write diaries in English ■To help students better understand “friendship” ■To help students learn to understand and use some important words and expressions ■To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text 教学重难点 Words upset, ignore, calm, concern, settle, suffer, recover, pack Expressions add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in Patterns “I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do. I stayed awake on purpose until half past eleven… …it was the first time in a year and a half that I’d seen the night face to face… 教学⼯具 ppt 教学过程 Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? 1. Warming up ⑴ Warming up by defining friendship Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen. Then what is your opinion about friendship? Do you think that friendship is important to our life? Why? ⑵Warming up by learning to solve problems Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely. Common problems among teenagers Solution Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on. Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness. Situation 1: Friends get angry with each other when they try to talk about something difficult. Try to understand your friend/ Try to talk about the problem in a different way. Situation 2: Friends don’t know how to apologize Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point. Situation 3: Some friends don’t know how to keep secrets. Keep your secrets to yourself Tips on being a good friend Treat your friends the way you want to be treated. Keep secrets that are told to you. Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend. ⑶Warming up by doing a survey Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship. To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友). Now please do the survey on page one. Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.。
人教版高中英语必修一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。
人教版高中英语必修一： Unit 1 Friendship Reading教案
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 he lp 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’ int erest, 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 aim s: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 fr om 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 isabout.→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 th ink a good friend should be like? List the good qualities a good friend should have.3. Does a friend always have to be a person? What else can be your friend?4. Have you ever considered making friends with animals, plants or even an object? Why or why not?(The teacher can also tell students some background before starting to read. This is a true story. It took place in Amsterdam, Holland in the early 1940s after German Nazis had occupied most of Europe. They killed many Jews. To avoid being killed, some Jewish families went into hiding, often with the help of non-Jewish friends. This is what Anne’s family did. )→Step 4 Reading1. Get the students to try to guess what Anne’s friend was and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it.2. Get the students to skim the first two paragraphs to confirm their guessing.3. Have the class to read the passage silently and then ask them to answer the following questions.1)What was Anne’s best friend? Why did she make friends with it?2)Did she have any other true friends then? Why?3)What is the differenc e between Anne’s diar y and those of most people?4)Do you keep a diary? What do you think most people set down in their diaries?5)We are going to read one of Anne’s diaries, but before reading, can you tell me what the diary is about with the help of one key sentence in the second paragraph?4. Reading Anne’s diary1)While reading, guess the meanings of “spellbound”, “hold me entirely in their power” from the discourse.2)After reading, ask the students how Anne felt in the hiding place and get them to give the two examples to show her feelings then.3)Choose the best answer according to the diary.(1)Anne made friends with her diary because______________.A. she didn’t like her other friendsB. she was a shy girlC. she trusted nobodyD. she didn’t have a chance to communicate with her friends(2)From the diary we can infer that______________.A. Anne was a girl who loves natureB. Anne was good at writing diariesC. Anne was lo nging for a normal life and she especially missed going outside and enjoying natureD. Anne had good observation in her daily life(3)Why did Anne and her family have to hide?A. Because they were not Germans.B. Because they were asked to do so.C. Because they did something bad.D. Because they were Jewish.(4)What is the author’s attitude towards Anne in this passage?A. Angry.B. Happy.C. Sorry.D.Disappointed.(5)What is Anne’s tone from her diary?A. Sad.B. Hopeful.C. DisappointedD. Angry.(6)What made Anne crazy about nature?A. Her interest in nature.B. She had no friends.C. She couldn’t get outdoors for a long time.D. She could do nothing but watch nature.Suggested answers:(1)D(2)C(3)D(4)C(5)A(6)C4)Ask the students to read the diary again and try to retell it. The retelling must include the information required below:Sample retelling:The diary by Anne, a Jewish girl, gave a glimpse of her life during her family’s shelter in 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 yo u 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 An ne.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 away 6)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.End ing 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 student s to find out what it is about.→Step 3 Pre-readingAsk the students some questions so as to begin to focus students’ attention on the main topic of the reading passage.→Step 4 Reading1. Get the students to try to guess what Anne’s frien d 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 A nne’s diary1)Ask the students how Anne felt in th e 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 expressionsParagraph 1 Anne made her diary her best friend whom shecould tell everything.Feeling go through. . .Paragraph 2 Anne’s diary acted as her true friend during the timeshe and her family had to hide away for a long time. hide away set down a series of. . .Anne’s dia ry Having been kept indoors for so long, Anne grew socrazy about everything to do with nature. crazy nature on purpose in order to dare face to face. . .活动与探究Go to your school library or surf the Internet to find Anne’s Diary and read some of it. Prin t out a piece of the diary and write down your feelings after reading it on the page. Then share the pieces and your feelings with the whole class. The purpose of this activity is to encourage students to make use of libraries and the Internet to enlarge their reading and enrich their knowledge. It can also make students understand more about the reading passage in this unit.One of Anne’s Diaries:Saturday, 15 July, 1944“For in its innermost depths youth is lonelier than old age. ” I read this saying in some book and I’ve always remembered it, and found it to be true. Is it true then that grownups have a more difficult time here than we do? No. I know it isn’t. Older people have formed their opinions about everything, and don’t waver before they act. It’s twice as hard for us young ones to hold our ground, and maintain our opinions. . .Anyone who claims that the older ones have a more difficult time here certainly doesn’t realize to what extent our problems weigh down on us, problems for which we are probably much too young, but which are continuous, until, after a long time, we think we’ve found a solution, but the solution doesn’t seem able to resist the facts which put it to nothing again. That’s the difficulty in these times:ideals, dreams, and cherished hopes rise within us, 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. . .。
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Lesson Plan
学科英语赖菲菲2015120101 Background information:
Students:40 senior high school students, Grade 1.
Lesson duration:45mins
Teaching 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 will
1. 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 friend
Teaching aids: PPT, blackboard, chalk
Type of the lesson:reading
Teaching 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 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 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 classroom to ensure the atmosphere and give assistance when it is necessary.。