人教版高中英语必修一unit1friendship阅读课教案
高中英语必修一Unit1《Friendship》教学课件
4.go through
5.set down
合计
参加;加入
love (with) 相爱;爱上
经历;经受
记下;放下;登记
6.get along/on with
与……相处;进展
基础自主梳理
be+形容词+介词
7.get/be tired
of
对……厌烦
其他
8.
on purpose 故意
9.
at
dusk 在黄昏时刻
night
face to face…
……这是我一年半以来第一次
目睹夜晚……
记公式(公式这样记)
仿句子(高考这样考)
It is/was the first
timethat+sb+have(has
)/had done sth. 某人第
一次做某事。
2.这将是你第二次帮我了。
It will be the second time
2. 表示“能力;力量”的名词荟萃
①power 能力;力量;权力 ②ability 能力 ③competence 能力;胜任
④energy 精力;能源 ⑤force 武力 ⑥strength 力量
基础自主梳理
3. dis-否定前缀词汇大荟萃
①disagree vi.不同意 ②disappear vi.消失
__________________that
I'm
him again
particularly interested in this
position.
基础自主梳理
背句型(课本这样讲)
2.… it was the first timein a
新高一开学第一周英语人教版必修1UNIT1FRIENDSHIPPERIOD1READING教案
2. Find more information about Anne’s diary.
课堂
小结
Warming up: know more about friendship
Step Eight:Friendship Quotes
1.Friends are like wine; the older, the better.
2.A friend in need is a friend indeed.
3.Without a friend, the world is a wilderness.
教学目标
1. to know about the story of Anne’s Diary
2. to promote the Ss’ abilities of reading comprehension
3. to build up the students’ confidence in learning words and expressions. Cherish their friends.
Pre-reading: the reason why friends are important to us
Reading: Anne and her best friend
Reading tips: skimming, scanning.(通过略读把握文章大意,通过扫读寻找特定信息或特定词组)
how many parts it contains?
what the different parts are about?
高中英语 Unit1 Friendship教案 新人教版必修1
高二英语教案：Unit1 Friendship 新人教版必修1 （Teaching aims and demands）Period OneStep1. Warm-upBrainstorming: let Students say some words about friendship –honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….Step 2. Talk about your old friends1. Students talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.2. Self-introductionStep 3. Make new friends. Report to the class students: who will probably be your friend and why.Step 4. Do a surveyStudents do the survey in the text ,P1Sep 5. Listening and talkingDo Wb P41 (Talking). While Students listen to the material, ask them to take notes about the speaker’s views of making friends.When Students make their conversations, ask them to try to use the following expressions.I think so. / I don’t think so. I agree. / I don’t agree.That’s correct. Of course not. Exactly. I’m afraid not.Step 6. DiscussionDivide Students four in one group and each group choose a topic to discuss. There are four topics.Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?Topic 3: Does a friend always have to be a person? Who else can be your friend? Why?Topic 4: List some qualities of a person who does not make friends easily.Step 7. Summary1. Ask Students themselves to summarize what is friendship and what is the mostimportant in making friends.3. Tell Students: make new friends and keep the old; one is silver and the other is gold.Step 8. EvaluationStudents finish the following evaluation form. Standard: A, B,CHomework:1. Look up the new words and expressions in warming up and pre-reading in a dictionary.2. Write a short passage about your best friend.Period TwoStep1.Warming UpActivity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home.How would you feel?What would you do?Four students a group discuss with each other for 2 minutes.Activity2: Play a short part of the movie Schindler’s ListStep2. PredictingStudents read the title of the passage and observe the pictures and the outline of it to guess:Who is Anne’s best friend?What will happen in the pastsage?Step3. SkimmingStudents skim the passage in 2 minutes to get the main idea :Who is Anne’s best friend?When did the story happen?Step4. Intensive readingStudents work in group of four to discuss the following open questions:1.Why did the windows stay closed?2.How did Anne feel?3.What do you think of Anne?4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).5.Which sentences attract you in the passage?Step5. 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 ?Step6.AssignmentTask1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.Homework:Task2.Ex2.3on Page3PeriodThreeStep 1. Warming UpCheck the Students’ assignment: task 2Step 2. Language points:1.add (v.)1). To put together with something else so as to increase the number, size,importance, etc.增加，添加Please add something to what I’ve said, John.2). To join numbers, amount, etc so as to find the total 相加Add up these figures for me, please.add to something: to increase 增加What he did has added to out difficulties.add up to: to amount to 加起来等于；总计The cost added up to 100 million yuan.2. cheat v. 1). To act in a dishonest way in order to win 欺骗；作弊2). (of, out of) to take from (someone) in a dishonest way 骗取They cheated the old woman out of her money by maki ng her sign a document she didn’t understand.n. 1). an act of cheating 作弊行为2). one who cheats 骗子3. go through1). To examine carefully 仔细阅读或研究I went through the students’ papers last night.2). To experience 经历，遭受或忍受You really don’t kno w what we went through while working on this project.4. crazy (adj.)1). mad, foolish 疯狂的，愚蠢的It’s crazy to go out in such hot weather.2). wildly excited; very interested 狂热的，着迷的She is crazy about dancing.5. lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的He has been very lonely since his wife left him.lonely/alonealone1). without or separated from others 单独的She lives alone.2). only 仅仅，只有。
高中英语人教版必修1教案：Unit1FriendshipReading教案(系列三)
必修一Unit1friendshipReadingTeachinggoals教课目的1.Targetlanguage目口号言要点词汇和短语add,point,upset,ignore,calm,loose,cheat,reason,list,share,feeling,Netherlans,German,series ,outdoors,crazy,nature,purpose,dare,thunder,entirely,power,according,accordingly,trust,indoors,s uffer,addup,calmdown,havegotto,beconcernedabout,walkthedog,gothrough,hideaway,setdown,aser iesof,onpurpose,inorderto,facetoface要点句子1〕Iwonderifit’sbecauseIhaven’tbeenabletobeoutdoorsforsolongthatI’vegrownsocrazyaboutevery thingtodowithnature.2〕Forexample,whenitwassowarm,Istayedawakeonpurposeuntilhalfpastelevenoneveninginordertohavea goodlookatthemoonforoncebymyself.3〕ItwasthefirsttimeinayearandahalfthatI’dseenthenightfacetoface.2.Abilitygoals能力目标a.EnableSstotalkaboutfriendsandfriendship.Whatshouldyoudotobeagoodfriend?Whydoyouneedfriends?Whatdoyouthinkagoodfriendshouldbelike?Whatelsecanbeyourfriendbesidesaperson?b.Understandthetextandanswerthefollowingquestions. HowandwhydidAnnemakeherdiarytheonlytruefriend?HadAnneeverbeenspellboundbynaturebefore?Howaboutbeinginthehidingplace?Why?Whydidn’tshegodownstairsoneeveninguntilthewindowhadtobeshut? WhatwouldyoumissmostifyouwentintohidinglikeAnneandherfamily?Explainwhy.HowwouldyoudescribeAnne’sfeelingsasshewaslookingoutintothenightsky?WhatattitudeonearthshouldthewideoppressedpeopletaketowardsthepowerfulNazis?c.EnabletheSstounderstandthedetailsaboutthepassage,choosingthecorrectansweraccordingthetextand fillintheformaboutthepassageandthediary.d.Retellthepassageusingthefirstperson.3.Learningabilitygoals学能目标EnabletheSslearnhowtotalkaboutfriendsandfriendship.Whatdofriendsandfriendshipmean?Whatshouldyoudotobeagoodfriend?Whydoyouneedfriends?Whatdoyouthinkagoodfriendshouldbelike?Whatelsecanbeyourfriendbesidesaperson?importantpoints教课要点a.Talkaboutfriendsandfriendship.Whatshouldyoudotobeagoodfriend?Whydoyouneedfriends?Whatdoyouthinkagoodfriendshouldbelike?b.Discussthequestionsofcomprehension.WhydidAnnemakeherdiarytheonlytruefriend?difficultpoints教课难点a.Understandtherealmeaningoffriendsandfriendship.b.Discussthequestions. WhatwouldyoumissmostifyouwentintohidinglikeAnneandherfamily?Explainwhy. HowwouldyoudescribeAnne’sfeelingsasshewaslookingoutintothenightsky?c.DiscusswhatattitudeonearththewideoppressedpeopleshouldtaketowardsthepowerfulNazis. methods教课方法a.Skimmingandscanning.b.Asking-and-answeringactivitytochecktheSs’understandingofthetext.c.Individual,pairorgroupworktofinisheachtask.d.Discussion.aids教具准备Arecorder,acomputerandaprojector.procedures&ways教课过程与方式StepILeadinginAsthisisthefirstclassofanewterm,teachercanleadtheSstothinkofmakingnewfriendsinthestrangeschool.Welcometoourschool,everyone.Youhaveanewschool,newteachersandnewclassmates.Wouldyouliketomakenewfriendswith eachother?Yes,ofcourse.Verygood!StepIIWarmingupFirst,askeachstudenttomakethesurveybyfillingtheformandchoosetheanswers.Teachershowsthescoringsheettothem,addupt heirscoreandseehowmanypointstheycangetallbythemselves.Second,teachershowstheinstruction.GettheSstojudgewhichgr adetheybelongtoaccordingtotheirpointsanddecideiftheyaregoodfriendsornotbythemselvessecretly.Third,they’veknownhowwelltheytreattheirfriendsandwhatthey shoulddotobeagoodfriendthemselves.T:Doyouhaveanyfriends?Yes,Ido.Ihavemadealotoffriends.Areyougoodtoyourfriends?Yes,ofcourse.Wealwaysthinkwearekindtoourfriends.Butinfact,wearenotquitesureifweareconsiderateenough?Nowletusmakethefollowings urvey.First,pleasechoosetheanswersallbyyourselves.TheSsarechoosingtheanswers.Areyoufinished?Ss:Yes.OK,I’llshowyouthescoringsheetonthescreen.Pleasefillinthefollowingformquickly.Addupyourscoresandseehowmanypointsyoucangetallbyyourselves.Areyouclear?Ss:Yes,sir/madam.Showthefollowingformandthescoringsheetonthescreen.Situation Choice Score Point12345Total:Scoringsheetforthesurvey1A1B3C22A1B2C33A1B2C34A3B2C15A0B6C0Allright!Ithinkmostofyouhavegothighpoints.Doyouwanttoknowwhichgradeyoubelongto?Ss:Certainly.NowI’llshowtheinstructiononthescreen.Pleasejudgewhichgradeyoubelongtoaccordingtoyourpointsanddecideifyouaregoodfriendsornotbyyourselvessecretly.ShowtheSstheinstructions.4~8 GradeIYouarealwaysthinkingaboutyourself.Youshouldcaremoreaboutyourfriends.Ifyoucontinuetobeself-centeredanddon’tconsiderothers’feelings,youwon’tmakemorefriendsandkeepfriendshipforlong.9~13 GradeIIYoutakethingssmoothly. Youseldomhurt yourfriendswith yourbenefitconsidered.You’dbetteradd moreaffectiontoyourfriends.Friendshipisaboutfeelingsandwemustgiveasmuchaswetake.14~18 GradeIIIWow! Howfaithful andgenerousyouare!Congratulations!Youarealwaysreadytohelpyourfriends. Whenevertheyhaveanydifficulty,you’lltryyourbesttodowhatyoucantohelpthemwithouthesitation.Allright.Iseeyou’veknownhowwellyoutreatyourfriendsandwhatyoushoulddotobeagoodfriend.Ihopeallofuscanbegood friendswitheachothersoon.Doyouagreewithme?Ss:Yes,ofcourse.StepIIIPre-readingGettheSstodiscussthequestionsonPage2withtheirpartners.ThenasktheSstoreporttheirwork.EncouragetheSstoexpr esstheirdifferentopinions.Makeitclearthatnotonlycanwemakefriendswithhumanbeings,butalsowithanimalsandevent hingsthathavenolife.T:Nowpleaselookattheslideshow.Anddiscussthesequestionswithyourpartners.ThenI’llasksomestudents toreportyourwork.Areyouclear?Ss:Yes,sir/madam.Showthefollowingonthescreen.Whydoyouneedfriends?Makealistofreasonswhyfriendsareimportanttoyou. Whatdoyouthinkagoodfriendshouldbelike?Listwhatagoodfriendshoulddoandsharethelistwithyourpartners. Doesafriendalwayshavetobeaperson?Whatelsecanbeyourfriend?Doyouthinkadiarycanbecomeyourfriend?Whyorwhynot?AftertheSs’discussion,teachersaysthefollowing.Nowwho’dliketoanswerthefirstquestion?Volunteer!Sa:Letmetry.Ithinkfriendsareimportanttoallofus.Becauseweneedtohelpwit heachother.Sb:Wealsoneedsomeonetocareandunderstand,tosharesorrowsandhappiness.Sc:Everyoneneedsafriendtobetruetouswhethernearorfarapart.Quiteright.Nextquestion?Sd:Ithinkmygoodfriendshouldhavealotincommonandourthoughtsarealwaysnear.Se:Ineedmyfriendstogivemecouragetosolveallkindsofproblem.Sf:IthinkmyfriendsshouldsupportmewheneverIneedhelp.Sg:I’dlikemyfriendstocommunicatewithmefrequently.Sh:Inmyopinion,myfriendsshouldhavethesamekindofsenseofhumorsothatwecanlaughtogether.T:Terrific!Iwisheveryonetohavesomegoodfriendswhosefriendshipalwaysbetreasuredinourhearts.Notonlycanwem akefriendswithhumanbeings,butalsowithanimalsandeventhingsthathavenolife.Howaboutthethirdquestion?Si:Yes,becausepersonscanunderstandandcommunicatewitheachothermoreeasilyandconveniently.Sj:Ithinkotherthingslikepets,books,toys,balls,andinstrumentscanalsobeourfriends.Wonderful!Youhaveaverygreatimagination.Nowwhocananswerthelastquestion?Sk:Yes,Ithinkso.Becauseyoucantelleverythingtoitfreely,itcanaccompanymeallthetime.Itneverneedsmetopayback.Sl:ButIdon’tthinkso.Becauseit’sunbelievableforapersontocommunicatewithadiary.Andyoursecretswillbeeasilyandco mpletelyletoutincasethatitisreadbyothersoryourdiarybooksarelost.IfIhadbeenAnne,Iwouldhavemadefriendswithmyp arents.T:Mostofourfriendsarehumanbeings,butsometimeswemakefriendswithanimalsoreventhingslikediary.You’vedoneanexcellentjob.StepIVReadingScanningGettheSstocomprehendthepassagequicklyandaccuratelyandmeanwhilehelptheSstoformagoodhabitofreading.TeachergivestheSsacoupleofminutestolookthroughthewholepassage.TelltheSstoreadthetextsilentlyandthenaskso medetailquestionsaboutthetextontheslideshowwiththeirpartners.TeacherencouragestheSstoexpresstheirideas.T:We’regoingtolearnapassageaboutAnne’sbestfriend.ThestoryhappenedduringWorldWarII.Nowlet’slookattheslideshow.Readthetextquicklyandfindanswerstothefollowingquestions.Showthequestionsonthescreen.WhatwasAnne’sfriend?HowandwhydidAnnemakeitheronlytruefriend? HadAnneeverbeenspellboundbynaturebefore?Howaboutbeinginthehidingplace?Why?3.Whydidn’tshegodownstairsoneeveninguntilthewindowhadtobeshut?T:NowwhocantellmewhatwasAnne’sbestfriend?HowandwhydidAnnemakeitheronlytruefriend?S1:Annemadeherdiaryherbestfriend,towhomshecouldtellherdeepestfeelingsandthoughts.S2:BecauseduringWorldWarII,asJewish,AnneandherfamilyhadtohideawayinordernottobecaughtbytheGermanNazis.S3:Afterhiding,shedidn’tdaretogoout.Shefeltverylonelyandunhappy.Soshecouldn’tmeetheroldfriendsandmakeanyothernewf riendsbesidesherdiary.S4:Maybeshedidn’ttrustothersexceptherdiary,towhomshecouldtelleverything.S5:Shedidn’tsetdownaseriesoffactsinadiaryasmostpeopledo,treatingherdiaryasherfriend,towhomshe toldherdeepestfeelingsandthoughts.T:Exactly.Howaboutquestion2?S6:No,shehadn’t.Naturehadneverhavekeptherspell-boundbeforeshecametoAmsterdam.S7:Afterbeinginthehidingplace,Annehadgrowncrazyabouteverythingtodowithnature.S8:Becauseshedidn’tdaretofacenature,beingafraidofbeingdiscoveredbytheNazis.S9:Butshewaseagertoenjoythelightandlongedforthepeaceandhappiness.T:Quiteright.Question3?S10:Becauseshewasheldentirelyinthenature’spower.S11:Shedidn’tdaretofacethenightexceptthatevening.S12:ShewasalwaysworriedaboutbeingcaughtbytheNazism,althoughshewascrazyaboutnature.S13:Itexposedtheheroine’scomplicatedandconflictingspiritmoodofeitherscaringandhatingthewarandoppress,orlongingforpeaceandlookingforwardtohappiness.Welldone!Ithinkyoumaycontinuetoreaditagaintogetmoredetails.SkimmingInthispart,theSswillreadthetextagainandthenworktogetherwiththeirpartnerstogetthemainidea.Thenteachershowstheformont hescreen.Givetheafewminutestofillintheformaboutthewholetext.Checktheanswerswiththewholeclass.T:Nowpleaseskimthepassagefasttogetthemainideawithyourpartners.S1:ItexposedthecrimesthattheNazisoppressedtheJewishandmadethemsuffertheextrememiseryandhardship.S2:Itshowedthecommonidealandwishofthewholeworldpeople,hatingwarsandterrorswhilelongingfor peaceandfreedom.Goodjob.Nowlet’strytoobtainageneralunder-standingofthewholepassage,includingthediary.Whilereading,pleasefillintheform. Showtheformwithblanksonthescreen.Anne’sbestfriendWhat H erdiaryWhatkind ToldeverythingtoWhen WorldWarIIWhere Amsterdam,NetherlandsWhathappened HidawaynottobecaughtSamplediaryTime Nature FeelingBeforehiding Bluesky,songsof birds,Neverfeltspellboundmoonlight,flowersAfterhiding Darkness,rain,wind,Grewcrazy,heldintheirpowerthunderingcloudsT:Nowit’stimeforustochecktheform.ExplanationT:Nowlet’sdealwithsomelanguagepoints.TurntoPage2.Let’slookatthesentences.Iwonderifit’sbecauseIhaven’tbeenabletobeoutdoorsforsolongthatI’vegrownsocrazyabouteverythingtodowithnature. ThissentencemeansthatAnnecouldn’tgooutforsolongthatshehadfeltwildlyexitedaboutnature.Forexample,whenitwassowarm,Istayedawakeonpurposeuntilhalfpastelevenoneeveninginordertohaveagoodlookatthemoonf oroncebymyself.Thissentencetellsusthatonaverywarmevening,Annestayedupuntilhalfpastelevensoastolookatthemoonforoncebyherself. ItwasthefirsttimeinayearandahalfthatI’dseenthenightfacetoface.... Thissentencemeansthatitwasayearandahalfsincesheandherfamilyhidawayandshehadalookatthemoonfacetofacewiththewindowopenbyherself.StepVComprehensionReadthepassageagain.FirstasktheSstodoEx1bythemselves.AndthendoEx2withtheirpartners.Atlast,getthemtodiscusstheanswersofEx3ingroupsof4.Nowpleasereadthepassageagainandthenturntopage3.Firstlet’sdoEx1byyourselves.Afewminuteslater.OK,nowlet’schecktheanswerswiththewholeclass.Ss:1.Annekeptadiarybecauseshecouldtelleverythingtoit.2.Shefeltverylonelybecauseshecouldn’tmeetherfriends.3.TheyhadtohidebecauseJewswerecaughtbyNazisandputaway.4.AnnenamedherdiaryKittybecauseshethoughtitwasherbestfriend.5.Theywerefinallycaughtbecausetheywerediscovered.Now,it’stimeforustodoEx2,pleasetalkabouttheanswerswithyourpartners.TheSsaretalkingabouttheirchoices.Allright!Let’schoosethecorrectanswersandtelluswhy.Ss:1.D. Because inherdiary,shewrotethat“itwasthefirsttimeinayearandahalfthatI’dseenthenightfacetoface.〞2.C. Because“shewantedafriendwhomshecouldtelleverythingto,likeherdeepestfeelingsandthoughts.〞3.Butit’sdangeroustotrustotherseasilyinthehidingplace.D.Becauseshewroteinherdiarythat“Iwonderifit’sbecauseIhaven’tbeenabletobeoutdoorsforsolongthatI’vegrownsocrazyabouteverythingtodowithnature.〞4.A.Because“HerfamilywasJewishsotheyhadtohideortheywouldbecaughtbytheGermanNazis.“Themoongavefartoomuchlight.〞ThatmeansthemoonwassobrightthatitmightmaketheNazisdiscoverherfamilyhidingthere.Ifso,theywouldbecaught.5.B.BecausethediarywaswritteninJune,1945anditwasinayearandahalfthatshe’dseenthenightfacetoface.T:Nowlet’sdealwithEx3.Pleaselookattheslideshow.NowI’llgiveyouafewminutestodiscusstheanswerstothetwoquestionsingroupsof4.Showthequestionsonthescreen.WhatwouldyoumissmostifyouwentintohidinglikeAnneandherfamily?Explainwhy.HowwouldyoudescribeAnne’sfeelingsasshewaslookingoutintothenightsky?T:Nowwho’dliketoanswerquestion1?Volunteer!S1:ImissedmyschoolmostbecauseIwaseagertogetmoreknowledgeandIhadstudiedthereformanyyears withmyteachersandclassmates.S2:Imissedsomepublicplacessuchasamusementparks,gardens,museums,andzoos.Icouldenjoymyselfandplayedhappilyandfreel ylikeotherchildren.S3:ImissedthedepartmentstoremostbecauseIcouldbuywhateverIwanted,likeexcellenttoys,beautiful clothesanddeliciousfood.Icouldliveahappylifeagain.S4:Imissedmyrelativesandfriendsverymuch.Ifeltextremelylonelyinthisstrangehidingplace.Ineededthemtosupportandencouragem etogetthroughthehardtime.T:Excellent!I thinkyou’veunderstoodAnnedeepest’s feelingsandthoughts.Thesecondquestion?S5:Anneandherfamilyhadtolivethelifeofwanderingaboutanddepartingfromtheworld.Shefeltverylonelyandsad,soshewasjustabletomakeafriendwithherdiary.S6:Sheworriedthatherfamilycouldn’tescapefromtheclutchesofthedevilatlast.Theywereatthedanger.Itwasprobableforthemtobedisc overedatanytime.S7:ShewasveryangrywiththecrimesfortheNazistooppresstheJewishandmakethemsufferingtheextrememiseryandhardship.Shealsohatedwarsandterrorsverymuch.S8:Shelongedforpeace,freedomandhappinesswiththecommonidealandwishofthewholeworldpeople.S9:Shegrewverytiredofthelifewithoutfreedomandfelthelplessbecauseshecoulddonothingbuttohideaway,havingherheartinhermouthandlivinginfearofbeingcaught.S10:Shewonderedwhatshecoulddotochangetheunhappysituation,butshedaren’tfacethefactbecauseshe wasfrightenedtosuffercruelpersecution,nothavingthepowerofresistance.T:Excellentjob.YouhaveunderstoodthefeelingsofAnne.StepVIHomeworkShowthefollowingonthescreen.1.IfyouhadbeenAnne,whathaveyoudoneatthattime?Discusswhatattitudeonearththewideoppressedpeopleshouldtaketoward sthepowerfulNazis,choosinginactiveandpassivewaitingfordeath,orunitingactivelytofacethereactionariesandfightagainstthem bravely?Retellthetextusingabout100words.Notes:1)Usethefirstpersontoretellthepassage.2)Trytouseproperprepositionsandconjunctions.3)Makeuseofthechartabovewhileretelling.3．PrepareforthereadingtaskonPage44andthinkaboutwhatdifferentwaysofshowingfriendshipareinHawaii.Ifpossible,readthebook“Anne’sDiary〞publishedeitherinEnglishorChinese.PassageAnalyzing篇章剖析I课文图解TextChartReadthetext,andthenfillinthechart.Anne’sbestfriendWhat H erdiaryWhatkind ToldeverythingtoWhen WorldWarIIWhere Amsterdam,NetherlandsWhathappened HidawaynottobecaughtSamplediaryTime Nature FeelingAfterhiding Bluesky,songsof birds,Neverfeltspellboundmoonlight,flowersBeforehiding Darkness,rain,wind,GrewcrazyHeldintheirthunderingclouds powerII课文TextRetellingThepossibleversionbelowcanbeusedasamaterialforbothretellinganddictation.Onepossibleversion:IlivedinAmsterdamintheNetherlandsduringWorldWarII.MyfamilywasJewish,sowehadbeenhidaway forayearandahalfinordernottobecaughtbytheGermanNazis.DuringthattimeIhadn’tbeenabletobe outdoorsforsolongthatIhadgrownsocrazyabouteverythingtodowithnature.Once,Idecidedtolookatthemoonatmidnight.ButIdidn’tdaretoopenthewindowtoseethenightfacetofacebecauseIwasafraidofbeing discoveredbytheNazis.Ifeltverylonelywithoutseeingmyoldfriends.SoIhadtomakeanewtruefriend,mydiaryKitty,whomIcouldtell everythingto.Unfortunately,atlastmyfamilywasdiscoveredandcaughtbytheGermanNazishalfayearlater.III德育浸透MoralEducationTeachercanguidetheSstounderstandthetextdeeply,makingtheSstorealizethatwarsandcrueltywillbringincomparablygravedis aster.ArousetheSstolovepeace,hatewarsandestablishthecorrectoutlookonlife,whichhasgreatrealisticmeaning.Calloneveryst udenttojointheLeagueandagreetoandfullysupporttheleadershipoftheCommunistPartyfromnowon.Cherishand safeguardthepeacefulandstablepoliticalsituation.Unitewiththewholeworldpeoplewholovepeaceinorderto abolishallthereactionariesthoroughlyandrealizetheinternationalcommunismintheend.IV写作技巧WritingTechniques1)1.写作特色WritingCharacteristicLeadinthetopicoffriendsandfriendshipbybeginningwithanimperativesentencesoastoarousethereaders’strongcuriosity andinterest.Inserttheformofadiary,usingAnne’sdiary“Kitty〞asthesecondpersontotellherdeepestfeelings.Revealtheinnerworld oftheheroinebyAnneDiary ’sclarificationanddescriptionofher detaileddeepthoughtsandemotions.3)Usethesharpcontrastiveplot,liketwogroupsofexpressions“adeepbluesky,thesongofthebirds,moonlight 1)andflowers〞and“thedark,rainyevening,thewind,thethunderingclouds〞,toexpresstheheroine’scomplicated andconflictingspiritmoodofeitherscaringandhatingthewarandoppress,orlongingforpeaceandlookingforwa rdtohappiness.用设问句引入日志成为挚友这一主题，惹起读者激烈的好奇心和阅读兴趣。
高中英语高三人教版必修1教案： Unit1Friendship Reading 教案(系列四) Word版
必修一Unit1 friendshipWarming Up, Pre-reading教学重点Get the students to learn different reading skills.教学难点Get the students to learn different reading skills for different reading purposes.教学方法1. Task-based teaching and learning2. Cooperative learning3. Discussion教具准备The multimedia and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn the following useful new words and expressions: reason list share feeling Netherlands German series outdoors crazy nature purpose dare thunder entirely power according trust indoors share. . . with. . . go through hide away set down a series of be crazy about on purpose in order to in one’s power face to face according to2. Help the students to find the words and phrases that they find most difficult and help them to understand.Ability aims:Help the students develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming, scanning and so on.Emotional aims:Enable the students to realize the importance of friends and friendship, value the friendship between friends by learning the reading text and tell true friends from false friends in their lives.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Ask some students what a friend is.→Step 2 Lead-inEnjoy the song That’s What Friends Are For with the students. Ask the students to find out what it is about.→Step 3 Pre-readingAsk the s tudents the following questions so as to begin to focus students’ attention on the main topic of the reading passage.1. Why do you need friends? Make a list of reasons why friends are important to you.2. What do you think a good friend should be like? List the good qualities a good friend should have.3. Does a friend always have to be a person? What else can be your friend?4. Have you ever considered making friends with animals, plants or even an object? Why or why not?(The teacher can also tell students some background before starting to read. This is a true story. It took place in Amsterdam, Holland in the early 1940s after German Nazis had occupied most of Europe. They killed many Jews. To avoid being killed, some Jewish families went into hiding, often with the help of non-Jewish friends. This is what Anne’s family did. )→Step 4 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 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 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 longing for a normal life and she especially missed going outside and enjoying natureD. Anne had good observation in her daily life(3)Why did Anne and her family have to hide?A. Because they were not Germans.B. Because they were asked to do so.C. Because they did something bad.D. Because they were Jewish.(4)What is the author’s 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 informationrequired below:Sample retelling:The diary by Anne, a Jewish girl, gave a glimpse of her life during her family’s shelter in Amsterda m 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 5 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 6 Post-reading1. Get the students to do the exercises in the part Comprehending.This part helps students further understand the text by doing multiple choices, questions and answers, and matching.2. Group workThink about and work in groups to discuss the following questions.1) What would you do if your family were going to be killed just because they did something the Emperor did not like?2) Where would you plan to hide?3) How would you arrange to get food given to you every day?4) What would you do to pass the time?→Step 7 Consolidation1. Books shut. Get the students to tell something about Anne.2. Books open. Get the students to discover useful words and expressions from the part Reading to complete the following sentences.Show the exercises on the screen or give out exercise papers.1) She has grown______________ about computer games.2) Was it an accident or did David do it on______________?3)From the beginning, Paul made it clear that he would be______________(完全地) in control.4) He used to work______________ even in the middle of winter.5) ______________ get her boyfriend to find her, she______________ for many years.6) ______________ what he said, we can draw a conclusion that he just told______________ white lies.7) Born in a poor family, the president______________ lots of hardships in his childhood.8) A diary is often kept to______________ what happens in people’s daily lives.9) When they met with each other on a quiet evening at the end of the street, they said nothing______________.First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.Suggested answers:1)crazy2)purpose3)entirely4)outdoors5)In order not to, hid away6)According to, a series of7)went through8)set down9)face to face→Step 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 Wha t Friends Are For together设计方案（二）→Step 1 Revision1. Check the homework exercises.2. Ask some students what a friend is.→Step 2 Lead-inEnjoy the song That’s What Friends Are For with the Ss. Ask the students to find 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 friend is and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it.2. Get the students to skim the first two paragraphs to confirm their guessing.3. Have the class to read the passage silently.4. Reading Anne’s diary1) Ask the students how Anne felt in the hiding place.2) Guess the meanings of “spellbound”“hold me entirely in their power” from the discourse.3) Ask the students to read the diary again and try to retell it.→Step 5 Reading aloudPlay the tape of the passage for the students to listen to and follow.→Step 6 Post-reading1. Get the students to do the exercises in the part Comprehending.2. Get the students to work in groups to have a discussion of ideas.→Step 7 Consolidation1. Books shut. Get the students to tell something about Anne.2. Get the students to discover useful words and expressions from the part Reading.→Step 8 Homework1. Read the passage again and try to retell it.2. Finish off the related Workbook exercises.3. Write one or two sentences to express your understanding of friends and friendship.Ending Let’s listen and sing the song That’s What Friends Are For together.板书设计Unit 1FriendshipAnne’s Best FriendParagraphs Main Ideas Useful words and 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 seriesof. . .Anne’s diarycrazy 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. Print out a piece of the diary and write down your feelings after reading it on the page. Then share the pieces and your feelings with the whole class. The purpose of this activity is to encourage students to make use of libraries and the Internet to enlarge their reading and enrich their knowledge. It can also make students understand more about the reading passage in this unit.One of Anne’s Diaries:Saturday, 15 July, 1944“For in its innermost depths youth is lonelier than old age. ” I read this saying in some book and I’ve always remembered it, and found it to be true. Is it true then that grownups have a more difficult time here than we do? No. I know it isn’t. Older people have formed their opinions about everything, and don’t waver before they act. It’s twice as hard for us young ones to hold our g round, 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. . .。
【精品】高中英语人教版必修1教案： Unit1Friendship Reading 教案(系列五) Word版
人教版英语精品资料必修一Unit1 friendshipWarming Up, Pre-readingTeaching goalsKnowledge goalsUnderstand the main idea of the text and master the important words and phrases.Ability goals1.Understand the surface information by filling in the table2.Enable students to learn the background of the storyEmotional goalsEnable Ss to find find the importance of friendship.Teaching difficult and important points1.Understand why Ann made her diary the only true friend?2.How would you describe Ann’s feelings while she was looking out into the night sky?Teaching methods1.Scanning ,skimming and Detail reading2.Ask-and-answering between the teacher and the students3.Interaction among individuals, pair-work and group-workClass-exerciseQuestion 1 deal with how thoughtful you are towards others. The scoring reflects your concern for others. So one point for A gets the lowest score because it is the most selfish response. B get the highest score because it show a concern for your friend as well as your wish to go to see a film. C gets a slightly lower score because although it shows you want to go with your friend (because you change the plan), you do not help your friend.Question 2 is concerned with fairness. A gets the lowest score because you are not giving your friend another chance to behave better this time. B gets a higher score because you let your friend borrow the camera again. This shows kindness and forgiveness or the trouble you had when it was returned broken. But you are not balancing hisheeds against your own. That is why C gets the highest score. You are showing your friend that you will trust him/her with the camera again but this time you are giving him / her rules in case it gets bro ken.Question 3 deals with your concern for others. A get the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend. This is not responsible. You have things that you need to do. Of course your friend is important but not more important than you responsibilities. B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too. But it does not show any real interest in his / her problem. C get the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too.Question 4 is concerned with responsibilities to a friend. A provides the correct amount of responsibility to your friend. You recognize that it was your fault and will put it right an d pay for the damage. So it gets the highest score. B provides some understanding that you are responsible. You put the situation right but you do not pay for the damage yourself. So it does not get the highest score. C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour.Question 5is concerned with honesty. If you let your friend look at your paper or somebody else’s paper, you are helping them to cheat. That is not honest, so answers A and C get no marks. But it takes courage to tell your friend that they should have studied and that they cannot look at your paper. That is also the honest answer. So you get 6 points for B, which is more than any other in the quiz.语法填空：Anne’s sister, Margot was very __________ that the family had to move . She found ________difficult to settle and ______ ________ in the hiding place because she was __________ _________ whether they would be discovered. She knew she had to _______ _ her parents and __________ ____ this was necessary. At first she thought she would go _________ but later she realized that it was better to _____ ___________ this together.（重点班和实验班直接使用，平行班和A段班老师可适当提示）教学反思。
山东省高一英语人教版必修1《Unit 1 Friendship》教案(五)
一、教学内容：Reading and listening (p. 6); Speaking (p. 6); Listening task (p. 43)二、教学目标： 1. 能力目标在本节课结束时，学生能够● 根据Lisa 信件内容，指出她的交友烦恼所在。
● 听懂听力材料中Miss Wang 给Lisa 的回信中所表明的态度以及她的建议。
● 针对别人的问题和观点发表自己的看法，并使用关于同意和不同意的表达用语。
2．目标语言● 重点词汇和短语ignore, disagree, exactly, fall in love● 重点句型结构have trouble with … get along with …There is nothing wrong (with) … (in) doing … There is no reason to … That way …三、教学步骤： 步骤一 阅读和听力 1．读前1） 教师提出几个问题，让学生思考并回答。
2） 教师可选取几个学生回答问题，鼓励学生发表不同的看法，并提供适当的句型，帮助学生使用完整的句子来表达。
2．阅读Lisa 的来信。
教师介绍Lisa 与朋友相处时也遇到 了一个困难。
让学生带着两个问题去阅读，然后回答问题。
教师可提示一些关键词，让学生能够完整地回答问题。
3．听力活动。
1) 让学生听第一遍录音，回答Miss Wang 的建议是什么。
2) 再次听录音，边听边做笔记，然后完成教材第六页的 练习二。
老师核对答案，并点评个别答案，例如Ending (v-ing form used as a subject)。
3) 老师再次播放录音，提供听力材料给学生，让学生边听边跟读，并找出其中有用的句型，并创设语境进行造句练习。
1 Listen to Miss Wang ’s reply and answer: Listening “My advice is ______________________,”What ’s Miss Wang ’s advice?2 Listen again, and finish the exercises below:1.There ’s nothing wrong with you and this boy ________ friends and________ together.2.________ your friendship with this boy would be a _________ thing to do.3.Teenagers like to ________, and they often seesomething that isn ’t real.4.My advice is to ______ your classmates. That way you will _______ them that you are more _________ than they are.beingstudying Ending stupid gossip ignoreshowgrown-up Listening1 Pre-reading:Think about the followingquestions and give your ideas aboutthem.•What will you do if you have trouble with your classmates or friends? For example, if he/she does something wrong that made you angry or sad?Answer:If I have trouble with …, I will …•What will you do if you disagree with your friends about something?Answer:If I disagree with …, I will …•Do you think it is possible for you to get along with everyone?•Answer:Yes/No, I think/don ’t think so, because …I Reading2 Read Lisa ’s letter and answer thefollowing two questions.•What did Lisa write to Miss Wang for?( For advice.)Lisa wrote to Miss Wang to ask for advice.•What is Lisa ’s problem?(have trouble with, gossip)She has trouble with her classmates. Some ofthem gossiped about her friendship with a boy.Reading网4) 让学生两人一组一起口头完成教材第六页的练习3，最后笔头完成。
高中英语必修一Unit1Friendship教案
高中英语必修一Unit1Friendship教案高中英语必修一Unit1Friendship教案一、教学目标设计1.语言知识目标1) 重点单词:add point upset ignore callat reason list share feeling outdoors crazy nature purpose dare thundly power according trust indoors suag2) 重点短语:add up calm down have got to bd about go through hide away set down aud’s power face to face according to get along with fall in lov2.语言能力目标:(1).能运用所学语言讲述朋友间发生的事情以及朋友间的友谊和友情。
(2). 掌握理解本单元关于友谊、友情的内容和基本的阅读技巧。
(3).学会用英语交流谈论友谊、友情和朋友方面的话题一并学会对个人观点、态度等的表达方法。
3情感目标:通过学习讨论本单元的内容一使学生加深对友谊、友情、朋友的理解并学会如何正确交友处友，正确对待友谊友情，恰当处理朋友间发生的问题等。
二、教学方法设计以任务型教学为主体一按照由浅入深一由整体到局部设计四个任务一让学生在弄懂文章结构的同时一理解文章意思以及背后的更深层次的寓意一受到心灵的洗礼碰撞。
三、教学过程设计Lead-in （ 5 minutes ）g Friendship, audd out whaabou设计说明:通过本环节让学生开始思考课文主题”友谊”。
2. Pre-reading （ 8 minutes ）Audllowing quas to begus students' aaading passagWhy do you need friends? Make a lasons wds aau.2. What do you think a good friend should be like? Lgood qualities a good friend should havDoes a friend always have to be a person? What else can bur friend?Have you evdered making friends with animals, plaven an object? Why or why not?(The teacher can also tell studbackground) Bu starting to read. This is a truIlaAmsterdam, Hollandarly 1940s after German Nazis had occupiedurope. They killed many Jews. To avoid being killedwi sh families wding. This is what Anne’s family did.设计说明：通过本环节缩小话题范围，将学生的思维引向课文。
高中英语人教版必修1教案： unit1friendship reading 教案(系列四)
必修一 Unit1 friendship [中小学教育教学资料]Warming Up, Pre-reading [中小学教育教学资料]教学重点Get the students to learn different reading skills. [中小学教育教学资料] 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 [中小学教育教学资料] 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: [中小学教育教学资料]Help the students develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming, scanning and so on.Emotional aims:Enable the students to realize the importance of friends and friendship, value the friendship between friends by learning the reading text and tell true friends from false friends in their lives. [中小学教育教学资料]教学过程设计方案（一） [中小学教育教学资料]→Step 1 Revision [中小学教育教学资料]1. Check the homework exercises. [中小学教育教学资料]2. Ask some students what a friend is. [中小学教育教学资料]→Step 2 Lead-inEnjoy the song That’s What Friends Are For with the students. Ask the studentsto find out what it is about.→Step 3 Pre-readingAsk the students the following questions so as to begin to focus students’attention on the main topic of the reading passage.1. Why do you need friends? Make a list of reasons why friends are important to you. [中小学教育教学资料]2. What do you think a good friend should be like? List the good qualities a goodfriend 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. Thisis a true story. It took place in Amsterdam, Holland in the early 1940s after GermanNazis 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. Thisis what Anne’s family did. )→Step 4 Reading1. Get the students to try to guess what Anne’s friend was and what the passage isabout by reading the title and having a quick look at the pictures in this passage without reading it. [中小学教育教学资料]2. Get the students to skim the first two paragraphs to confirm their guessing.3. Have the class to read the passage silently and then ask them to answer the following questions.1) What was Anne’s best friend? Why did she make friends with it?2) Did she have any other true friends then? Why?3) What is the difference 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 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______________ . [中小学教育教学资料]A. she didn’t like her other friends [中小学教育教学资料]B. she was a shy girlC. she trusted nobodyD. she didn’t have a chance to communicate with her friends [中小学教育教学资料](2)From the diary we can infer that______________ .A. Anne was a girl who loves natureB. Anne was good at writing diariesC. Anne was longing for a normal life and she especially missed going outside and enjoying natureD. Anne had good observation in her daily life [中小学教育教学资料](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. [中小学教育教学资料]。
高中英语人教版必修1 Unit1-Friendship完整教案
教学过程一、课堂导入通过话题讨论“what do you think of friendship”，自然的进入课堂教学内容。
二、预习核心词汇①________ vt.不理睬；忽视②________ v．捆扎；包装；打行李n．小包；包裹③________ adj.心烦意乱的；不适的；不安的vt.使不安；使心烦；弄翻；打翻④________ adj.平静的；镇静的；沉着的vt.& vi.使平静；使镇定⑤suffer v．遭受；忍受；经历________ n．折磨；苦难⑥recover vt.& vi.痊愈；重新获得________ n．康复；痊愈；复得⑦settle v．定居，安家；停留；解决；安排________ n．定居点；解决⑧disagree vi.不同意________n．不同意________v．同意________ n．同意⑨power n．能力；力量；权力________ adj.强大的；有力的________ adj.无力的；没有能力的⑩concern vt.使担忧；涉及；关系到n.担心；关注;利害关系________ adj.担心的；忧虑的________ prep.关于；涉及【答案】①ignore②pack③upset ④calm⑤suffering⑥recovery⑦settlement⑧disagreement；agree；agreement⑨powerful；powerless ⑩concerned；concerning三、知识讲解翻译下面由本单元词汇所编成的故事，学生将在翻译过程中不会的词汇用横线标出。
（一）The passageFall in Love with EnglishHiding behind the loose dusty curtain, a teenager pack ed up his overcoat into the suitcase. He planned to leave home at dusk though there was thunder and lightning outdoors. He had got to do this because he was tired of his parents’ nagging about his English study and did not want to go through it any longer. He couldn’t get along well with English and dislike d join ing in English classes because he thought his teacher ignore d him on purpose. As a result, his score in each exam never add ed up to over 60.His partner was concerned about him very much. She understood exactly what he was suffer ing from, but entirely disagree d with his idea. In order to calm him down and settle his problem, she talked with him face to face and swap ped a series of learning tip s with him. The item s she set down helped him find the highway to studying English well.The teenager was grateful and got great power from his friend’s words. Now, he has recover ed from being upset and has fall en in love with English.有个少年躲在积满灰尘的松散窗帘后把大衣装入手提箱。
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Lesson Plan
学科英语 赖菲菲 01
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:
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.