unit1-Friendship阅读教学设计
外研版英语八下Module 9《Friendship》(Unit 1)教学设计
外研版英语八下Module 9《Friendship》（Unit 1）教学设计一. 教材分析本课选自外研版英语八下Module 9《Friendship》（Unit 1），主要讲述了友谊的重要性以及如何维护友谊。
通过本课的学习，学生能够进一步了解友谊的本质，提高交际能力，培养良好的人际关系。
本课包括三个部分：Part A, Part B和Part C。
Part A主要介绍友谊的重要性；Part B通过一个故事讲述如何维护友谊；Part C则是一个关于友谊的讨论。
二. 学情分析八年级的学生已经具备了一定的英语基础，对友谊这个主题也有一定的了解。
但部分学生在口语表达和听力方面还存在困难，因此需要在教学过程中给予针对性的指导。
三. 教学目标1.知识目标：学生能够掌握有关友谊的词汇和表达方式，理解课文内容，提高阅读能力。
2.能力目标：学生能够运用所学知识进行口语交流，提高听力理解能力。
3.情感目标：学生能够认识到友谊的重要性，学会珍惜和维护友谊。
四. 教学重难点1.重点：友谊的词汇和表达方式，课文内容的理解。
2.难点：如何运用所学知识进行口语交流，提高听力理解能力。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度。
2.情境教学法：创设真实的语境，让学生在实践中学会运用英语。
3.交际教学法：注重师生互动，生生互动，提高学生的口语表达能力。
六. 教学准备1.教材：外研版英语八下Module 9《Friendship》（Unit 1）。
2.多媒体设备：投影仪、电脑、音响等。
3.教学课件：根据教学内容制作的课件。
4.学习资料：相关友谊的图片、文章等。
七. 教学过程1.导入（5分钟）利用多媒体展示一些关于友谊的图片，引导学生谈论友谊的重要性。
教师提问：“What is friendship? Why is it important?”，让学生发表自己的看法。
2.呈现（10分钟）教师播放课文录音，让学生跟随录音朗读。
高中英语_Unit 1 Friendship教学设计学情分析教材分析课后反思
必修一Unit 1 Friendship--Anne’s Best Friend泛读学案Teaching objectives:By the end of the class, students will be able to:* Talk or discuss in groups to improve the students’ speaking ability.* Understand the text by using the related words and phrases that have been previewed before.* Practise reading abilities, such as skimming, scanning and so on.* Strengthen the understanding of friendship and know how to make friends.Teaching procedures:Ⅰ. Warming-up1.Discuss the theme of the song Auld lang syne.2.What qualities should a friend have?Ⅱ. Pre-reading1. Does a friend always have to be a person? What else can be your friends?2. How many parts does the passage contain? What are they about?Ⅲ. While-reading1.First-readingSkim the passage and fill in the form below.2.Second-readingRead each part carefully and finish the related tasks.Part 1Background information(1)What did Anne tell her best friend?A. A series of facts.B. Deepest feelings and thoughts.(2)Why did Anne and her family have to hide?_____________________________________________________________________ ___Part 2Anne’s diaryRead the diary quickly to find out the main idea of the diary.Anne expressed her feelings about ___________ after hiding for a long time. Para. 1(1)Feelings: _________; ____________(2)Reason:_______________________________________________________________ (3)What kept Anne spellbound?______________________; _______________________;________________________Para. 2(1)What did Anne do in order to experience nature?Example 1:___________________________________________________________ Example 2:___________________________________________________________(2)What held Anne entirely in their power?______________________; ______________________;_________________________Para. 3(1) How did Anne experience nature?___________________________________________________________________ ____(2)Feelings: __________; ____________3.Third-readingSummary（根据课文内容，依据语法规则完成短文）Anne, a Jewish girl, hid away 1._________the German Nazis with her family for nearly 25 2._________(month) before they were discovered.During her stay in the 3. _________(hide) place, Anne set down in her diary4.____series of things she was going through. As far as she was5.___________(concern), her diary was her best friend to whom she could tell everything. There was a time6._________ she grew very crazy about everything to do with nature. Once she saw the moon at night, which was the first time in a year and a half that she7.____________(see) that beautiful scene face to face. At that moment she was held8.__________ (entire) in the power of nature.What a poor and brave gir she 9._______(be)! In her mind she thought nature was one thing that really must 10._______________(experience).Ⅳ. Post-readingBrainstormSuppose you have a chance to go back to the time when Anne lived, how will you make friends with her and help her?(Attention: You only have three minutes. When time’s up, you must come back, because history should not be changed.)Ⅴ. Assignment(1)Read the text again and appreciate the beautiful sentences.(2)Read through Further Reading and get more information Anne.Ⅵ. Further Reading安妮1929年出生于德国法兰克福的一个犹太人家庭，她的父亲奥托是一位商人，也是摄影爱好者。
人教版高一英语必修一说课稿
人教版高一英语必修一说课稿大家好，今日我说的是人教版一般高中英语必修一的第一单元Unit1 Friendship。
这是一节阅读课，文章的题目是Anne’s best friend。
接下来我会从教材和学情分析，理论依据和教学方法，教学过程和板书设计这几个方面来阐述教什么，怎么教和为什么这么教。
首先是教材分析。
这堂课是这个单元的第一个课时。
这个单元的主题是伴侣和友情。
这篇课文可以被分为两个部分。
第一部分是关于安妮日记的背景学问，其次部分是安妮日记的内容。
我想其次部分对于大部分同学来说有一点难以理解，由于其次部分有大量的生词和词组，除此之外一些句子也比较冗杂，较难以理解。
接下来是学情分析。
我的同学刚进入高中学习，所以高中的英语学习方法对于他们来说还是很生疏的，因此对于我来说关心他们适应高中的英语学习是很重要的.一步。
相比他们在学校的英语学习，这篇文章对于他们来说还是很有挑战性的。
但是同学对于这一单元的话题还是很熟识的，而且他们也有了基本的阅读技巧像寻读，略读和概括等等。
依据教材和学情分析，接下来我要说的是本堂课的教学目标：1．语言技能：1〕同学能够提高阅读技能：寻读，略读和概括等等2〕同学能够用英语就友情这一话题表达自己的观点以及讲解并描述安妮的故事2．语言学问：1〕同学能够把握一些生词和词组像是German, on purpose,in order to, at dusk, power等等3．情感看法：1〕同学知道生活的美妙之处，对生活保持乐观的看法4．文化意识：1〕同学能够知道一些二战的学问特殊是犹太人的历史5．学习策略：1〕同学通过上网搜集安妮的资料来提高资源策略2〕同学通过小组商量等来提高交际策略重点:1)同学能够提高他们的阅读技巧像是略读,寻读,概括等等2)同学能够用英语就友情这一话题表达自己的观点以及讲解并描述安妮的故事难点:1)同学能够用英语就友情这一话题表达自己的观点以及讲解并描述安妮的故事下面我要说的是理论依据和教学方法.依据英语新课程标准,英语课堂应当以同学为中心,同学在课堂中起主导作用,所以在我的课上我会给同学足够的时间去表达他们的观点和操练英语.除此之外,我还会先激活同学的旧学问来关心他们学习新学问。
《Friendship》教案（精选6篇）
《Friendship》教案（精选6篇）《Friendship》教案篇1period 2 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 y ou understand the expressions “spellbound” and “held me entirely in their powder”?2. reading to summarise the main idea of each paragraph.skim the text and summarise the main idea of each paragraph 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 wordsfrom the letter imply.words anne’s feelingnature free, peaceful, relaxedoutdoors freecrazy anxious, eager, thirstydidn’t dare scared, frightenedthundering, entirely, power helpless, depressed, lonelystep5. 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 ?step 6. homework1. review the important words, phrases and difficult sentences in the text and make sentences using the words given by the teacher.2. finish ex.1-3 on p4.《Friendship》教案篇2module 3 period i教学案introduction(p29), vocabulary and reading(p36) and writing(p38)learning aims:1. understand the friendship and know the importance of friendship.2. master the main words and expressions.3. write a paragraph on the subject of friendship.difficulties and focuses:1. get to know and understand the importance of friendship.2. master the words: alike, considerate, forgive, harvest, slide, stony, damp, tear, perfect.3. master the expressions: be blessed with, be allergic to---, on good terms with----, be back in touch with ----, be ashamed of.4. master the patterns: the first time-----, it is -----that----.teaching aids:multi-media.teaching procedures:step i: warm-up.ask a question about friendship. let the students talk something about it.step ii: lead-in.1.do you agree with the following statements?1) most people have only one close friend, someone they know really well.2) a good friend is someone you can discuss personal matters with, knowing that you can trust him/her.3) your friendship is as important as your relationship with your family.4) it takes time to really get to know someone and find out what they are like.5) everyone feels shy and lonely at some time in their life.6) to make friends easily, you need to be very kind.7) to make friends easily, you need to be able to chat about unimportant things.2. work in pairs or groups. discuss the statements and explain why you agree or disagree with them.step iii: vocabulary and reading1. read the passage and choose the best summary in activity 4.2. according to the context, try to guess the meanings of these words: betray, considerate, forgive, scold, allergic.3. read the passage again and answer the questions.1) what do you think a happy childhood means for the writer?2) how did the writer and his friend spend their time together?3) what was the countryside around the writer's home like?4) why do you think the writer couldn't forgive danny for going to london?5) how does the writer feel now?6) how would you describe the character of the writer and his friend?4. work in pairs and discuss your answers to the questions.1) did you have a close friend when you were a young child? what sort of things did you do together?2) are you still in touch with his this person? if so, have you remained in touch all the time? if not, when did you lose touch? did something special happen which changed your friendship?3) what are the most important features of a good friendship? what are the dangers?step iv: several points. try to use these sentence patterns to make sentences.1 the first time -----2 it is ----- that-----step v: homework.according to the reading passage, write a paragraph in the subject: how -----and i became good friends.《Friendship》教案篇3writing: comparison and contrastlanguage objective:to learn expressions that help make comparison and contrast skill and ability objectives:to write a paragraph with sentences of comparison and contrastto develop reading and communication skillsapproaches:task-based approachaids:multimediaprocedures:i. lead-inlearn the respective concept of “comparison” and “contrast”ii. inputfind transitional words of comparisonparaphrase tasksfind transitional words of contrastparaphrase taskspractice: blank fillingiii. practicemake sentences of comparison and contrast, using transitional wordsiv. further developmentread two resumes and finish the formwrite a short paragraph, using comparison and contrastv. homeworkcomplete a reportmary brown493 prince street,boston, ma, usaph: 617-739-2111education:-: b. sc. (bachelor of science理学学士) in mathematics, harvard universityboston, ma, usawork experience:– edwards middle school, boston, ma, usa:⌝ mathematics teacher, teaching students from 13 to 15 years old;⌝ assistant of dean(教务主任助理), dealing with foreign exchange activities, including establishing sister relationships with middle schools in shanghai, chinacomputer skills:java, word, excel, powerpointadditional information:⌝ highly dedicated, with great interest in teaching⌝ good communication skillstom brown493 prince street,boston, ma, usaph: 617-739-2111education:⌝ -: m. sc. (master of science理学硕士) in mathematics, boston collegeboston, ma, usa⌝ 1999-: b. sc. (bachelor of science理学学士) in mathematics, boston collegeboston, ma, usawork experience:⌝– mathematics teacher of edison middle school, boston, ma, usa:teaching students from 16 to 18 years oldcomputer skills:autocad, photoshop, word, excel, powerpointadditional information:⌝ highly dedicated to teaching⌝ good writing，oral and communication skillsapril 2nd,dear principal,an american couple tom brown and mary brown happen to apply for the english teaching position in our school.as far as education is concerned, both tom and mary are mathematics majors. however, unlike mary, who has a bachelor’s degree, tom is a master of science. tom graduated from boston college, while mary studied in harvard university.in terms of work experience, _______________________________ ________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ___________________________as for their computer skills and personality, ___________________________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ___________________________all in all, both of them are really competitive. please informme when you decide who is to be recruited(录用).sincerely yours,_______________《Friendship》教案篇4module 2 friendship教案一. 教学内容：module 2 friendship二. 重点内容：语法知识：宾语从句；语言知识：词汇及词语辨析三. 具体内容：（一）语法指南宾语从句放在动词后面做宾语的句子，我们称之为“宾语从句”。
人教版高中英语Unit1-Friendship-优秀教案
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．教学目的①学问目的:⑴让学生驾驭以下生词与短语: survey add point upset ignore calm concern loose cheat add up calm down have got to be concerned about walk the dog⑵让学生学会运用以下构造来表达看法，同意与不同意与确定语气: 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技能目的:1．让学生学会用英语描绘自己的挚友。
2．列出挚友间通常存在的问题,并找的不同方法来解决这些问题。
3．激励学生用本课学到的一些短语与构造来思索与议论挚友与友情。
③情感目的1．让学生学会如何解决挚友间可能出现的问题。
2．培育学生在高中阶段形成学习英语的好习惯。
二．教学重点1．用给定的形容词与句子构造来描绘他们的一个挚友。
2．学习评价挚友与友情。
三．教学难点1．与伙伴合作并描绘他们的一个好挚友。
2．与伙伴探讨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．探讨法五．教学打算多媒体与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情天长地久的视频来激发学生的学习爱好,。
这是新学期的第一节课。
所以在一开场,请学生用他们喜爱的方式来谈谈关于新学校与挚友的话题。
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。
Annes_best_friend教案
Annes_best_friend教案(New Senior English for China Student’s Book 1)Unit 1 FriendshipReading ：Anne's best friend杨莉I. Teaching Contents 教学内容Unit 1 FriendshipReading: Anne's best friend（普通高中课程标准实验教科书(必修) 人教版高一英语(上)第一单元《友谊》的阅读部分《安妮日记》）II. Design of Teaching Objectives 教学目标设计1.Knowledge（知识）Make the students master the following words, phrases and sentence pattern.(让学生掌握下列单词、短语和句型。
)(1)Important words(重点单词)：Netherlands ,German , Nazis, Jewish, Outdoor, Spellbound, Dare, Thundering, Entirely, Power, Curtains, Dusty, Amsterdam(2) Important phrases(重点词组)：Going through, Laugh at, Be caught by, Hide away, Be crazy about, Everything to do with, On purpose, In order to, Have a (good) look at, Happened to, At dusk, Face to face, Set down a series of(3)Important sentence pattern(重点句型)①Be afraid of+句子②I wonder if+句子③not …until,,,,.④定语从句：There was a time when+句子One evening when+句子⑤It was the first time that +句子2.Skills（技能）①using the skill of skimming to know the main idea of the text and the structure of it (通过使用skimming的方法来了解文章的大致内容和结构)②using the skill of scanning to understand the detail and specific idea of the message and to answer some questions about the text (通过使用scanning的方法来理解文章的细节内容和回来有关文章的一些问题)③asking and answering some questions and discussing it to make a deep understanding of the text (回答和提问以及讨论相关问题来加深对文章的理解)3.Feeling and attitude (情感和态度)①inspiring the sprit of loving nature and life (激发学生热爱自然和生活的情感)②improving th e affection of appreciating those who is be with you and cherishing now（发展学生珍惜身边人，珍惜现在的情感）③develop the feeling of treasuring friendship and the ability to communicate with others（发展学生珍重友谊的情感和培养学生沟通交流的能力）④cultivating the attitude of Anti Racial Discrimina tion（树立反对种族歧视的态度）4.Cultral awareness（文化意识）①knowing something about the German Nazis(了解有关德国纳粹的知识)②knowing something about World WarⅡ（了解有关二战的知识）③knowing something about Jewish（了解有关犹太人的知识）④knowing something about Anne and Anne’s diary（了解有关安妮和安妮日记的知识）5.Learning Strategies (知识策略)①making the students know about Anne and Anne’s diary and the German Nazis, World WarⅡ,etc （让学生了解了安妮，安妮日记，德国纳粹，二战等等的相关知识）②Improving the students’ reading ability through reading activities.(通过系列阅读活动提高学生的阅读理解能力)Ⅲ. Key Points(重点知识)1.learning the words and phrases listed above.(学习上列单词和短语)2.learning the direct speech and indirect speech(学习直接引语和间接引语)3.learning the attributive clause(学习定语从句)4.being able the students to improve their reading comprehension. (提高学生的阅读理解能力)IV. Teaching Difficult Points(教学难点)1.understanding the following sentence correctly. (正确理解下面句子。
人教版高中英语必修1教案Unit1Friendship
Unit 1 Friendship(1) 课题：Friendship (2) 教材分析与学生分析：本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。
Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。
(3) 课时安排：The first period: Speaking: Warming Up andPre-Reading The second period： ReadingThe third period: GrammarThe forth Period：ListeningThe fifth period: Writing(4)教学目标：①知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.②过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。
高一英语必修1_Unit_1《friendship》教案11
高一英语必修1_Unit_1《friendship》教案11第一篇：高一英语必修1_Unit_1《friendship》教案11 Unit 1 friendship Period 2Reading “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).T o learn the writing style of this passage.2.Teaching method: Task-based teaching 3).Teaching procedure: Step 1.Pre-reading 1.Please enjoy three pieces of music and find out what they are about.2.Why do you think friends are important to you? 3.What do you think a good friend should be like? List the good qualities a good friend should have.4.Have you ever considered making friends with animals, plants or even an object? Why or why not? Step 2.Reading 1.Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.2.Skimming the first two paragraphs to confirm your guessing.1)What was Anne’s best fr iend? Why did she make friends with it? 2)Did she have any other true friends then? Why? 3)What is the difference between 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 2nd paragraph?3.Reading of Anne’s diaryHow she felt in the hiding place Two examples to show her feelings then Step 3.Post-reading 1.What would you miss most if you went into hiding like Anne and her family? Give your reasons.2.Group work Work in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.Where would you plan to hide?How would you arrange to get food given to you every day?What would you do to pass the time?------3.Discovering useful words and expressions Complete the following sentences, using words and expressions from Reading 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)Just the _______ of more food made her feel sick.6)You had better have a _________ talk with him.7)Born in a poor family, the manager _________ lots of hardships in his childhood.8)A diary is often kept to ________ what happens in people’s daily lives.Step 4.Talking about friends and friendship 1.There are many proverbs about friends and friendship.Choose the one you agree with and explain why, then choose one you disagree with and explain why.A friend in need is a friend indeed.Friends are like wine;the older, the better.A friend to all is a friend to none.The same man cannot be both friend and flatterer(阿谀奉承者).False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.2.We have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and friendship.Step 5.Homework: 1.Interview a high school student,a businessman, a police officer and a housewife to find out their opinions about friends and friendship.Write a report to share it with the whole class.2.Describe one of your best friends following the writing style of this passage.Ending: Let’s sing this song about friends together第二篇：高一英语必修高一英语必修②Unit 1期末复习题一.单词拼写1.These small animals must store plenty of food if they are to s_________ the winter.2.There is a beautiful garden over there.Do you know whom it b__________ to.3.She took a ________ candle into the room, and the dark room lit up at once.4.This coat is of the latest s________.5.In my o_________, he is not the right person for the job.6.Do you have enough e_________ to prove that you are right?7.Don’t _________ not to know me, actually you know me very well.8.We couldn’t go for a walk because I have no time, b_________, it rains heavily.9.He s___________ all the street, but could not find his dear parents.10.As is known, the Great wall is one of the w___________ of the world.11.In the accident, only two people s__________ at last.12.The building is specially d__________ for the homeless people.13.T om has bought a new house, he needs to buy some f___________ before he moves into it.14.His father works on a ship, he is a s________.15.This is a r_______ coin, so it’s very valuable.二．翻译下列单词或短语1.作为对……的报答2.处理3.充当，担任4.与……处于战争状态5.寻找6.属于7.调查，朝……里面看 8.而不是，而非9.迷路，丢失 10.同意（某人的看法）11.高度评价 12.拆开13.毫无疑问问题的答案三．定语从句专练习: 用恰当的关系词填空。
新人教版高中英语必修1Unit1 Friendship教案
Unit 1 Friendship一、教材分析本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。
“热身”（Warming Up）部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法。
“读前”（Pre-reading）部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友。
“阅读”（Reading）部分 ANNE'S BEST FRIEND以日记形式讲述了犹太女孩儿安妮的故事。
二战中为躲避纳粹的迫害，她和家人不得不藏身于荷兰阿姆斯特丹的一个小阁楼里，不能与外界接触，周围又没有可以推心置腹、与之深谈的朋友。
孤独之中她将日记作为朋友倾诉衷肠，在写日记的过程中寻求解决问题的办法。
“理解”（Comprehending）部分通过连句、多项选择和问答题的形式帮助学生对课文内容、细节进行更深入的理解。
“语言学习”（Learning about Language）部分教学本课重点词汇和重点语法项目。
“语言运用”（Using Language）部分的读两封信、听一段话、设计调查问卷、写信以及趣味写作，给学生提供了广阔空间去探讨友谊、友情，尤其是涉及到现实生活中被朋友误解、曲解，没有朋友的孤独寂寞等问题，既锻炼了学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。
“小结”（Summing Up）部分引导学生从本单元的话题、词汇和语法等方面对所学内容进行总结（参考教学目的和要求栏目）。
“学习建议”（Learning Tip）部分鼓励学生养成写日记的习惯。
这样，一方面可以习得语言，另一方面还可以将日记作为自己的朋友表达感情与思想。
二、教学目标1. 语言知识掌握本单元词汇（单词35个，短语16）、语法（陈述句和疑问句的直接引语和间接引语）、及功能（Giving opinions）并了解话题（Friends and friendship & interpersonal relationships）2. 语言技能1）听能听懂劝谏信中的关键词，并能掌握说话者的忠告，领会其观点、态度和意图。
人教版高中英语必修一unit1教案最终版
1.Teaching Methods 1. Question-inquiry Teaching 2.Task-based Learning and Teaching 3.Analytic Discussion（pair work or group work）
sentence.
(Teacher writes the answers on the blackboard)
Para.1: Anne made her diary her best friend whom she could tell
everything.
Para. 2: Anne’s diary acted as her true friend during the time she and her
三. 教学目标 Teaching Aims
1.Knowledge Objectives 1. Get students to know the main content of this article. 2. Learn about the formats of a diary. 2.Ability Objectives 1. Develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming and so on. 2. Summarize different paragraphs. 3.Emotion Objectives
diary?
Clear--- She thought the ordinary diary is a series of facts. She made her
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Unit 1 Friendship阅读课教学设计
一、Teaching contents(教学内容)：
Reading: Anne’s Best Friend
二、Teaching aims and demands
1．能力目标
1）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。
2）简单描述人物由于环境变化而造成的思想感情的变化。
3）在同学和教师的帮助下正确理解结构较为复杂的句子。
4）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
1)重点词汇和短语
Netherlands, German, outdoors, thunder, entirely, power, curtain, dusty, go through, set down, a series of, on purpose, in order to, at dusk, face to face, no longer
2)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 so crazy about everything to do with nature.
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
1）了解二战时期纳粹德国迫害犹太人的历史以及犹太人的悲惨命运。
2）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、Teaching important points:
1、Use the given adjectives and sentence structures to describe one of your friends.
2、Learn to evaluate friends and friendship.
四、Teaching difficult points:
1、Work together with partners and describe one of your good friends.
2、Discuss with partners and find out ways to solve the problems.
五、Teaching procedures and ways
Step 1 Pre-reading
1. 让学生观察阅读部分的标题和两幅插图，猜测阅读篇章的内容。
2. 引导学生观察阅读部分的编排，了解它由几个部分组成，这几个部分分别讲述什么内容。
3. 幻灯片出示一些图片，介绍了解二战期间德国纳粹对犹太人的暴行和犹太人的悲惨处境。
Step 2 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。
3) 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。
Step3 Careful reading
1) 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。
3) 让学生看图片中的犹太人小男孩Joseph, 用适当的形容词或表达用语来形容他在被解救之前和解救之后感受的不同。
Step 4Difficulties
1) 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。
Step 5 Summary and retelling
1) 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。
2) 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。
Step 6 Homework
1) 再次阅读课文，学生四人一小组，将教师列出阅读文中出现的重点词汇和短语（如：do sth. on purpose；in order to；face to face；hide away；set down a series of...；go through；dare... etc）通过讨论、查资料等方式独立归纳出其意义和用法。
2) 两人小组互相以第一人称复述课文。