人教版必修一第一单元Friendship阅读课教学设计和反思
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-必修一-U1-friendship-reading教学设计
⼈教版-必修⼀-U1-friendship-reading教学设计《教学设计》基本格式英语学科⾼⼀英语备课组组员（签名）：⼀、教学内容（课题）Unit 1 Friendship⼆、本课在教材中的地位和作⽤★★1.所在的课程模块：Module one2.对课标的理解与把握英语的新课程标准是根据语⾔学习的规律和义务教育阶段学⽣的发展需求，从语⾔技能、语⾔知识、情感态度、学习策略和⽂化意识等五⽅⾯设计课程总⽬标和分级⽬标的。
这五个⽅⾯相互联系，相辅相成，使英语课程既重视学⽣的语⾔基础知识和基本技能，也注重优化学习过程，引导学⽣形成有效的学习策略和⼀定的⽂化意识，培养积极向上的情感态度和价值观。
3.教学内容深度分析“友谊”⾃古就是⼈们的永恒话题之⼀，本单元的中⼼话题就是“友谊”，该单元⼏乎所有的内容都是围绕这⼀中⼼话题展开的。
Warming up部分通过⼀个问卷调查的形式，让学⽣对于⽇常⽣活中朋友之间可能发⽣的真实问题以及如何解决这些问题有所了解。
Pre-reading部分设计了三个问题，⼀⽅⾯引导学⽣对“友谊”和“朋友”这两个概念进⾏思索；另⼀⽅⾯让学⽣知道友谊不仅仅存在于⼈与⼈之间，⽇记之类的东西也可以成为⼈们的朋友。
Reading节选了《安妮⽇记》的⼀部分，全部内容可分为四⼤部分：1.谈论有关朋友的事情；2.简单介绍安妮的⼀些情况；3.为什么安妮把⽇记当作⾃⼰最好的朋友；4.赏析部分《安妮⽇记》。
Comprehending部分主要是对课⽂的细节进⾏了解，共设计了4种形式的练习。
第⼀部分是连句的形式；第⼆部分是回答问题的形式；第三、四部分是展开想象。
Learning about Language分两部分：⼀是巩固⽂中的词汇，共设计了四个题型：1. 对单词的英英解释；2. ⽤第⼀题以及Warming up中的⼀些单词和短语完成短⽂；3. ⽤Warming up和Reading词的正确形式完成句⼦；⼆是学习语法知识—直接引语变间接引语，并进⾏操练。
2019-2020年人教版高中英语必修1《Unit1Friendship》5课时教案设计附教学反思
2019-2020年人教版高中英语必修1《Unit1Friendship》5课时教案设计附教学反思(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 and Pre-ReadingThe 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 aboutagreement and disagreement, giving advice and making decisions; Use directspeech and indirect speech; Learn to write an essay to express and supportan 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。
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。
课题：Unit 1 Friendship教学设计与反思
课题：Unit 1 Friendship教学设计与反思一、教学设计思路从总体上来说，本设计基于建构主义原理，采用任务型教学的方法，坚持以学生为主体的课堂教学模式，旨在使学生在教师少量的引导和组织下通过完成一系列相关的课堂活动，在回忆复习原有知识的基础上，进一步熟悉和学习有关“友情”这一话题，其中穿插进行情感教育，使他们更加了解友情的意义。
具体地说，本课时的教学大体上分为三个步骤：导入、理解与概括、完成任务。
二、教材分析1.学习任务分析：本单元围绕“友情”为话题，以二战期间安妮躲避纳粹时写下的《安妮日记》其中一篇作为阅读文章，内容较容易理解，学生对友情这个主题也比较熟悉。
由于学生处于初三升高中的过渡阶段，本课的导入阶段偏重于在对话中引导学生复习各种简单时态，然后进入阅读部分。
本单元旨在通过阅读让学生对《安妮日记》的创作背景和安妮的角色特征有一定的了解；能够自己组织语言表达想法并最终以文字的方式写下来；在复述故事过程中能运用直接引语和间接引用的转换。
2.教学重难点分析：1).教学重点：1.1复习以前学过的简单时态。
1.2一定程度上了解《安妮日记》的创作背景。
1.3能用间接引语复述课文内容，并写下来。
2).教学难点：2.1体会友情的真正意义，培养珍惜身边友情的意识。
2.2能用间接引语复述课文内容，并写下来。
3.学情分析：本班的学生基础参差不齐，口语表达能力有所欠缺，但课堂纪律较好，上课气氛活跃。
三、教学目标1.知识与技能1.1复习以前学过的简单时态。
1.2通过课文一定程度上了解《安妮日记》的创作背景和安妮角色特征1.3使用恰当的语言做简单描述，表达观点。
1.4 能将上课时口头所述的内容组织后用第二人称撰写一片概括文。
2.过程与方法能运用学习策略快速并有效归纳本课阅读内容。
3. 情感态度和价值观体会友情的真正意义，养成珍惜身边友情的意识。
四、教学过程Activity One: Warming upStep1. Enjoy the music“I’ll Be There for You”——from Friends【设计意图】:课前播放歌曲。
unit-1-Friendship-Reading教学设计和反思(英文)
教学过程
教学环节（注明每个环节预设的时间）
教师活动
学生活动
设计意图
1.Step1 Warming-up and pre-reading
Task 1: lead in(4mins)
Because it is the first class in senior high school, soIwill make a self-introduction first.Then invite some students to introducethemselves, based on their introductions, raise some questions such as: Do you have any old friends in this new school? Have you made some new friends here? What good qualities should a good friend have?
3.Step 3 Post-reading (8mins)
Task: discussion
Let the studentsdiscuss and describewhatthey havelearnedinthepassage and it can contain everything they can think of.
高中英语_人教版必修1 Unit1 Friendship教学设计学情分析教材分析课后反思
教学设计教学目标：经过本课语篇的学习，学生能够：1.基于所读内容和主要语言讲述Anne在躲避纳粹期间对“大自然”的三次情感变化以及原因分析。
2.对主人公经历及其人格品质作出自己的评价。
3.对文本从不同角度进行分析和深度解读，联系个人生活，谈论自己对朋友的看法以及对战争带给人类的思考和启示。
学习准备：学生课前自学了新单词，预习了课文。
教学过程学情分析目前所教学段为高一第一学期开始，学生经过初中三年的学习，已经积累了一定的词汇量和表达方法。
本班大部分学生英语基础较好，学习态度认真，学习热情高，已具备在阅读中获取细节信息的能力，部分学生能用英语自信地表达观点。
但是还有少数学生在理解和整合知识、逻辑推理和分析论证观点以及批判评价方面的能力还需提高。
本单元话题学生较为熟悉，而且对reading部分的Anne日记有一定的了解，所以学习起来并不是特别困难。
效果分析评测练习分为两部分，第一部分为单词拼写，第二部分为短文填空，均需根据本课阅读文章填出正确的内容，主要考察在阅读中提到的重点单词，如ignore、upset、go through等，检测学生的词汇学习效果。
测试结果：测试人数为24人，满分22分。
其中优秀率（20分以上含20分）为 92.8% （22人）；及格率（13分以上含13分）为100%。
主要错误及原因分析：upset 写成了upseted，属于过去时变换拼写错误；going through写成了go through，没有分辨出要用过去进行时，属于语法的句子成分没分析清楚。
主要是学生在平时的学习中只记住了单词的拼写及意思，但是忽略了单词在句子当中的正确形式的应用。
此练习和高考题型中的短文填空有相似之处，做题方法及学生需要注意的地方也很相似，因此在平时的教学过程中，要注重对于学生这方面的训练，提醒学生关注单词在句子中的用法和正确形式。
除了掌握语言知识外，通过本篇课文的学习，学生能够了解战争的罪恶，加深了对生活在和平中国的感恩，也坚定了要好好学习报效国家，使国家更强大更繁荣昌盛的决心。
人教版高中英语必修1教案Unit 1 Friendship
人教版高中英语必修1教案 Unit 1 Friendship一、教学目标1.知识目标：–学生能够掌握本单元的词汇并正确运用；–学生能够掌握本单元的重点句型和语法知识；–学生能够理解并运用本单元的听、说、读、写的技巧。
2.能力目标：–学生能够通过听力材料和阅读材料获取信息，并进行相关的交际；–学生能够正确进行口头表达，并和同伴进行有效的交流；–学生能够在语境中正确运用所学语言知识。
3.情感目标：–学生能够通过学习本单元的内容，增强对友谊的理解和重视；–学生能够通过合作学习和交流活动，培养合作精神和团队意识。
二、教学重难点1.教学重点：–本单元词汇的掌握和应用；–本单元重点句型的理解和运用；–本单元听、说、读、写的技巧训练。
2.教学难点：–本单元的语法知识的正确理解和运用；–阅读材料的理解和复述能力的培养。
三、教学准备1.教师准备：–教师需要准备教学课件；–教师需要准备教学素材，如课文和听力材料；–教师需要准备学生学习单元的相关资料。
2.学生准备：–学生需要准备课前预习课文和相关词汇；–学生需要准备听力材料的听力练习。
四、教学过程1.导入（5分钟）–利用一些图片和问题导入本单元的主题——友谊。
2.课堂讲述（20分钟）–通过课件展示本单元的重点词汇和句型；–教师讲解重点句型的用法和相关语法知识；–教师解释课文的重点内容和难点。
3.听力训练（15分钟）–播放听力材料，让学生听取关键信息并回答相关问题；–学生根据听力材料完成听力练习。
4.阅读理解（20分钟）–学生阅读课文，理解主要内容和细节；–学生回答问题，检测阅读理解能力。
5.语言运用（15分钟）–学生进行口语练习，运用本单元的句型进行对话和交流；–学生进行书面练习，运用所学语言知识完成任务。
6.合作学习（20分钟）–学生分成小组，完成合作学习任务；–各小组进行学习成果的展示和分享。
7.课堂总结（5分钟）–教师对本节课的重点内容进行总结；–学生对所学内容进行反馈和提问。
人教版高中英语必修第一册 《Unit 1：Friendship》教案
人教版高中英语必修第一册 《Unit 1：Friendship》教案一、教学目标1.知识目标o学生能够掌握与友谊相关的重点词汇，如 “friendship, upset, ignore, concern” 等。
o学生能够理解并运用描述友谊的常用句型和表达方式。
2.技能目标o学生能够听懂有关友谊的简单对话和独白，获取关键信息。
o学生能够阅读并理解关于友谊的文章，把握文章主旨和细节。
o学生能够用英语谈论自己对友谊的理解和经历。
o学生能够写一篇关于友谊的短文，表达自己的观点和感受。
3.情感目标o引导学生珍惜友谊，树立正确的交友观。
o培养学生关心他人、理解他人的情感态度。
二、教学重难点1.教学重点o重点词汇和句型的掌握与运用。
o对课文内容的理解和对友谊话题的深入探讨。
2.教学难点o如何帮助学生用恰当的英语表达自己对友谊的复杂情感和观点。
o引导学生理解文中人物的心理变化和情感发展。
三、教学方法1.情景教学法：创设友谊相关的情景，让学生身临其境。
2.问题驱动法：通过提出问题，引导学生思考和探究。
3.合作学习法：组织学生进行小组合作，共同完成学习任务。
四、教学过程（一）导入（5 分钟）1.播放一首关于友谊的英文歌曲，如《Auld Lang Syne》。
2.提问学生：What do you think of when you hear this song? Can you share a story about friendship with us?（二）词汇学习（10 分钟）1.展示本单元的重点词汇，通过图片、例句等方式进行讲解。
2.进行词汇练习，如单词拼写、词义选择等。
（三）阅读前活动（5 分钟）1.让学生看课文标题和图片，预测文章内容。
2.提出一些引导性问题，如：What might the passage be about? Who might be involved in the story?（四）课文阅读（15 分钟）1.学生快速阅读课文，回答一些概括性的问题，如：What is the main idea of the passage?2.仔细阅读课文，完成细节理解的任务，如回答具体问题、判断正误等。
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人教版必修一第一单元Friendship 阅读课教学设计和反思一、教材分析：本节课要学习的是必修1 Unit 1 Friendship的Warming up, Pre-reading和Reading的内容。
本单元的主题是“友谊”。
Warming up部分是一个问卷调查，5个问题都是学生在日常生活中可能会遇到的。
通过思考解决办法，学生能很快以探索者的姿态投入本单元的学习。
Pre-reading部分是阅读之前的讨论活动，让学生带着好奇心走进阅读。
Reading部分的阅读文章Anne’s be st friend以日记形式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，不能与外界接触，周围又没有知心的朋友，孤独之中她将日记当作自己的朋友倾诉衷肠，在写日记中寻求解决问题的办法。
通过本单元的学习，学生不仅要学会一些阅读技能和新的词汇和短语的表达，还要学会欣赏文学作品，体会安妮对自由生活的向往，对大自然的热爱，对友情的渴望，从而反思自我，珍惜现有生活并保持乐观的生活态度。
二、学情分析：现在的学生英语总体水平差距较大，其水平分布呈以下特点：分化情况较明显，学生之间的水平差距较大；学生虽然对英语感兴趣，但学习主动性还有待加强；部分学生对教师的依赖性较强，未能主动通过多种渠道获取信息。
因此，在本课堂教学过程中，拟着重训练学生独立通过多种渠道获取信息、分析信息及提取信息的能力。
在学习中，学生可能会遇到由于缺乏二战的背景知识而对文章深层次的理解产生一定的困难。
在学习过程中，学生可能会采取自主学习、合作学习、探究学习等策略，独立的思考问题、快速阅读课文、同学之间互助、讨论等方式进行有效地学习。
三、教学实施：Teaching Aims:1.Train the student’s reading skills. Master the skills of skimming, scanning and guessing the meanings of the new words from the text.2. Enable the students to value the friendship between 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.Teaching Importance:1. Improve the students’ ability of skimming and scanning.2. Understand the contents of the diary by Anne and know the importance of having friends.Teaching Difficulty:1. How to make the students understand the reading text better.2. How to master the skills of skimming and scanning.Teaching method: Task-based teachingTeaching procedure:Step1. Lead-in1. Let students talk about their summer holidays and their feelings. Then get them to talk about friends, such as old friends in Junior Middle School, about their appearance, personality, hobbies, etc.Possible questions:（1）How did you spend your summer holidays? How did you feel?（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 many good friends do you have? What are they like?（设计意图：新高一的学生对环境对周围的人都不熟悉，正需要彼此了解，在这个时候围绕朋友这一主题和内容展开问答，问题比较贴近实际，容易调动学生的积极性，激活他们的思维，能有条理地表达个人的见解和想象，从而提高“说”的技能，同时也很自然地引入本单元的主题。
）Step 2. Brainstorming（1）What qualities do you think a good friend should have?honest, loyal, friendly, brave, humorous, funny, wise, kind（2）What proverbs do you know about friends and friendship?Eg: A friend in need is a friend indeed.Friends are just the people who share your happiness and sorrow.To have a friend, you need to be a good friend.A life without a friend is a life without the sun.A man who has friends must show himself friendly.（设计意图：通过这样的小结可让学生了解友谊的内涵，懂得如何交朋友，同时学会一些描述人的品格的词汇，并积累一些谚语。
）Step3. Pre-reading1. Why do you need friends?2. Do you think a diary can become your friend? Why or why not?3. What do you know about World War Ⅱ?（show pictures about World War Ⅱ on PPT）Let students answer the above questions and give them some background information about theauthor Anne Frank, and show them some pictures of her.（设计意图：介绍这篇文章的写作背景，激发学生的阅读热情，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，并能启发学生预测课文的内容。
通过图片的展示让学生了解二战中德国纳粹迫害犹太人的历史，为学习课文奠定基础。
）Step4. Fast readingLet students skim the text and answer these questions.1. Who was Anne’s best friend?2. Why did she make friends with it?3. When did the story happen?Step5. Careful reading1. Listening to the tape with 3 questions:(1) What did she do?(2) Why did she do that way?(3) How did she enjoy herself?2. Summarize the main idea for each paragraph in one sentence.(Students may discuss it in pairs and they are supposed to produce a concise answer.)3. Do exercise 2 on page 3.（设计意图：听录音可以训练学生的听力，让学生模仿标准英语的发音和语调。
课后练习主要考查学生对课文细节的理解能力。
概括课文段落大意考查学生推理判断和概括大意的能力。
）Step 6. Post-readingDiscussion:1. Divide the whole class into 8 groups and elect a group leader of each group.(1) Why did Anne write such a diary?(2) What's Anne's tone? In other words, is she angry, sad, happy or frightened ?(3) The structure of this passage: Narrative writing .What phrases or sentences are used to describe a situation ,a problem ,or a person or a place ?(设计意图：让学生初步了解记叙文的写作，拓宽学生的视野，培养学生自主学习的能力，为后面的写作做好准备。
)2. Talking about friends and friendship(1).There are many proverbs about friends and friendship. Choose the one you agree with and explainwhy, 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.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 expressyour understanding of friends and friendship.(设计意图：对课文进行深度挖掘，拓宽学生的视野，让学生了解友谊的真谛，并在一定程度上提高学生的合作学习能力。