人教版高中英语必修一unit1Readind教学设计
英语人教版高中必修一(新课标)教案Unit1 Reading for Writing 教案
Unit 1 Teenage LifePeriod 5 Reading for Writing教材分析该板块设计了读写结合的活动，活动主题是“写一封建议信”(Write a letter of advice)。
阅读文本是一封青少年咨询师Susan Luo写给一位因朋友沉迷于电脑游戏和网络而担忧的青少年的建议信。
青少年思想活跃，渴望独立，在“幼稚”与“成熟”之间徘徊，所以在这个年龄段会面临各种问题。
该板块引导学生思考网瘾、早恋、孤独、与父母之间的代沟等问题，并讨论解决的方法，最终落实到一封建议信的书写。
旨在让学生能够体会到互相沟通、真诚相助的重要性，并能对照反思自己的行为，解决现实生活中出现的问题。
教学目标1. 能正确理解使用下列词汇：behaviour, generation, attract, focus, addict, adult。
2. 了解中外青少年在学习生活、课外活动和成长中可能面临的身心问题。
3. 熟悉并掌握建议信的常见结构，掌握提建议的常用表达方式。
4. 能够写一封针对解决青少年问题的建议信。
5. 能够客观、理性地分析青少年学习生活中的问题，并提出解决方案。
教学重难点【教学重点】帮助学生掌握建议信的常见结构和语言特征，并能写出一封语义连贯、结构清晰的建议信。
【教学难点】掌握建议信的语言特征并能够写出一封语义连贯、结构清晰的建议信。
教学过程Task Writing a letter of adviceStep 1 Reading1. Read the letter. Then answer the following questions:(1) What is Worried Friend’s problem?(2) What suggestions does Susan Luo give to Worried Friend?(3) Besides suggestions, what else does Susan Luo say in her letter?Step 2 Pre-writing2. Work on Activity 1. Students discuss the last 2 questions in groups.3. Work on Activity 2. Study the organisation and language features. Then summarize the expressions used to make suggestions.设计意图：该环节属于语言输入阶段，活动一关注阅读文本内容，活动二关注文本结构和语言特点。
2019人教版高中英语必修一Unit1ReadingandThinking教学设计
Unit 1 Reading and Thinking教学设计●课时内容Compare school life in different places主题语境：人与自我——生活与学习主题群下的学校生活。
语篇类型：一篇记叙文文本分析：[What]这篇记叙文以第一人称叙述了Adam作为高一新生所要面临的挑战：如何选课、如何选择课外活动、初高中生活的不同之处以及面临这些挑战时作者的心态。
[Why]该语篇从选课、选择课外活动、心态调试等方面，叙述了作者从初中升入高中后面临的种种不适与挑战，心态从迷茫、不高兴、焦虑到快乐、积极应对，旨在帮助学生认识到初高中学习和生活等方面的差异、面临的挑战和应该树立的目标，积极思考并寻找解决办法、调整心态，帮助学生形成正确、乐观的态度以应对初高中生活衔接的不适。
[How]该语篇以学生刚从初中升入高中会遇到的问题这种真实情境为依托，每一段有一个主题句，每段有主干句型复现“I had to…，I know…”使得文章脉络清晰，内容分布合理；通过使用“First，too，still”使得文章行文逻辑联系紧凑。
●课时目标1.能识别主题句，提取文章主要信息和相关细节。
2.能介绍Adam升入高中遇到的挑战，说明在遇到这挑战时Adam的心态变化和应对办法，形成正确、积极生活和学习态度。
3.推断出作者的性格特点，借鉴别人处理问题的方法对自己所面临的挑战。
●重点难点重点：学生通过阅读，获取关于作者作为高一新生面临挑战主要信息。
难点：学生通过阅读、讨论等活动，形成自己面临时的应对策略。
●教学准备教师准备:提前了解自己学生升入高一时遇到的困惑和挑战，让学生匿名将自己初高中衔接遇到的问题用英语写在信封里。
学生准备：提前了解阅读的各种技巧，阅读初高中生活差异及中外学校生活的相关文章，为理解做好背景知识贮备。
教学过程Step I 学习理解活动一：Brainstorm首先让学生小组讨论：What do you want to know about school life in other countries？What would you tell a teenager from another country about school life in China？【设计意图】通过Brainstorm活动，联系了学生的生活实际，引发学生对主题的思考，激活学生的背景知识和相关经验。
【教案】Unit+1Reading+and+Thinking(人教版2019必修第一册)
Unit 1 Teenage Life基本信息科目英语年级册次高一必修一Unit 1姓名学校教材分析What :本节课话题属于主题语境——人与自我，生活与学习。
子话题学校生活和认识自我、丰富自我，完善自我。
主人公是Adam, 一位刚上高中的学生。
介绍了Adam 在高中生活第一周面对的挑战和应对策略，体现了主人公积极向上的态度。
文章共有4个段落。
每段具体内容如下：第一段：介绍了Adam 以及他对于高中生活的总体感受。
第二段：介绍了Adam 选课过程中遇到的挑战。
第三段：介绍了Adam参加课外活动遇到的挑战以及应对策略。
第四段：介绍了Adam 作为高中生面对的期待和挑战以及应对策略。
Why:本篇文章内容贴合学生生活，具有很强的时效性，能够极大的引发学生的阅读兴趣和探究愿望。
文章向学生展示了一位国外高中生的学校生活。
这有助于开阔学生的视野，增长文化知识、提升人文素养。
学生通过学习、联系自身实际的对比和比较，提升对高中新生活和学习的认识，同时探究国内外高中生活的异同，提高语言运用能力和思维能力。
How:本文是一篇记叙文，从内容上讲，本文贯穿了两条线索。
明线为Adam 面对的挑战，暗线则为Adam 面对挑战时的态度、感受和应对方法。
在文章的第二、三、四段，作者则分别用I know that Chinese is a very difficult language, but I hope to be fluent when I graduate. Obviously, I was unhappy, but I won't quit. 以及在文章结尾处Studying hard isn't always fun, but I will be well prepared for university等语言来体现Adam直面挑战，积极向上的乐观精神。
学情分析高一新生经过了三年初中英语的学习与积累，对本单元话题能用简单的形容词描绘人物的性格和情感，能用简单的句型和时态描述人物的行为，但是文本分析能力、思维层次及语言能力还有待提高。
人教版高中英语必修一unit1教案最终版
人教版高中英语必修一unit1教案最终版人教版高中英语必修一unit1教案最终版一、课程介绍本单元为人教版高中英语必修一的第一单元，主题为“问候与介绍”。
通过本单元的学习，学生能够掌握基本的英语问候与介绍用语，提高口语表达能力。
二、教学目标1、学生能够准确、流利地使用英语进行问候与自我介绍。
2、学生能够理解并运用基本的问候与介绍用语。
3、学生能够根据情境进行角色扮演，提高口语表达能力。
4、通过学习，学生能够增强自信心，主动与他人交流。
三、教学内容1、课文阅读：本单元提供了一篇关于问候与介绍的短文，学生需要理解并掌握其中的重点词汇和语法结构。
2、听力练习：通过听一段对话，学生能够理解并掌握日常问候与介绍的用语。
3、口语表达：学生需要进行多次口语练习，包括个人介绍、两人对话、小组讨论等，提高口语表达能力。
4、写作训练：学生需要写一篇关于自己或他人的介绍文章，巩固所学知识。
四、教学步骤1、导入新课：通过简单的问候，引导学生进入本单元的主题。
2、讲解新词：学习本单元的新单词，包括生词、词组和习惯用法。
3、课文阅读：阅读本单元提供的短文，并回答相关问题。
4、听力练习：听一段对话，并回答相关问题。
5、口语表达：进行多次口语练习，包括个人介绍、两人对话、小组讨论等。
6、写作训练：写一篇关于自己或他人的介绍文章。
7、复习巩固：回顾本单元所学内容，加深印象。
五、教学评价1、课堂提问：通过提问，检测学生对本单元重点内容的掌握情况。
2、小测验：进行小测验，检测学生对本单元重点词汇、语法和习惯用法的掌握情况。
3、课后作业：布置课后作业，让学生巩固本单元所学内容。
六、教学反思1、成功之处：通过多种教学方法的运用，本节课取得了良好的教学效果，学生积极参与，课堂氛围热烈。
2、不足之处：部分学生的口语表达能力还有待提高，需要加强针对性的训练。
3、改进措施：针对学生的不足，制定个性化的教学方案，加强针对性的训练，提高学生的口语表达能力。
高中英语 新人教版必修第一册 Unit1 Reading for Writing 教案
Unit 1 Teenage Life-Reading for Writing【Learning Objectives】By the end of the class, you will be able...1. to write a letter of advice properly using some writing skills in this period.2. to master some words, phrases and sentences related to writing a proper letter of advice.【Key Points of Study】1. to have a good understanding of how to write an impressive letter of advice.2. to write a convincing suggestion letter using some related writing skills.【课堂探究案】I.Read to discover details concerning advi ce letters’ writing style.1. Read a letter offering some advice on page 18 and then solve the questions below. 1) What is Worried Friend’s problem?2)What is Susan's advice?2. What expressions does Ms Luo use to make suggestions? Write them down.II.While-writing假如你是李华，你的好朋友苏茹在交友方面存在着一些困难，请根据下面提示给她写一封建议信。
Unit1TeenageLifeReadingforWriting教学设计-高中英语人教版
必修一Unit 1 Reading for Writing【Teaching Objective:】1.Help students identify and analyze the dreams, passions, and hobbies of Ann and Thando.2.Enhance students' reading comprehension skills by extracting key details from the article.3.Encourage students to reflect on their own dreams and interests.【Teaching Key and Difficult Points:】Understanding the main ideas and details of the article.Relating the information to personal experiences and interests.【Teaching Procedure:】Step 1. Warming Up:Engage students with a brief discussion: "What are your hobbies and passions? Why are they important to you?"Step 2. Pre-reading :Display the names "Ann" and "Thando" on the board and ask students to brainstorm what they think these names might represent or what kind of interests these individuals might have based on the names alone.Step 3. While- reading:Provide students with the article about Ann and Thando.Fast Reading:Ask students to read the article individually and then work in pairs to identify the main passions and dreams of Ann and Thando.Intensive Reading:In groups, have students create a list of specific details about Ann and Thando's interests and aspirations.Share the findings and discuss the commonalities and differences between Annand Thando's passions and dreams.Step 4. Post-readingActivity1:Dream Mapping: Distribute a blank sheet of paper to each student.In pairs or individually, have students draw a map representing their own dreams and passions. They can use symbols, drawings, and labels to illustrate various aspects of their aspirations.Activity 2: Pair Sharing and Reflection: Students share their dream maps with a partner and explain the significance of each element. Discuss as a class: "How do your dreams and passions shape your identity and influence your choices?"Activity 3: Comparative Analysis: Return to the article and guide students to compare Ann and Thando's aspirations. Form small groups and provide them with prompts to discuss:1.What similarities do you notice between Ann and Thando's dreams?2.How do their backgrounds and environments influence their goals?3.What challenges might they face in pursuing their dreams?4.How might they overcome these challenges?Step 5. Creative Writing- "Dear Future Self":Ask students to write a letter to their future selves, describing their current dreams, passions, and aspirations. They should also include a paragraph on how they plan to work towards achieving those dreams. AfterHomework:Polish the writing and hand in for improvements.范文：Dear Future Self,Greetings from the past! As I write this, I'm a Grade 10 student, driven by dreams much like Ann and Thando. I'm immersing myself in [current interests], hoping that you've continued to embrace these passions.I'm no stranger to challenges, and I'm sure you've encountered your own. Just as Ann and Thando faced obstacles head-on, I trust you've navigated through them, emerging even more resilient.Reflect on the journey you've traveled since reading this. Celebrate the triumphs, both big and small. Keep that youthful spirit alive, and hold tight to the dreams that have been your guiding stars.Wishing you the fulfillment of all that we're working towards.Stay steadfast,[Your Name]。
高中英语新教材必修一Unit1 Reading and Thinking 教案
(5分钟)
Step4 Discussion
What are some differences between Adam's school life and your school life?
Differences:
No choice of courses
No social practice
topic
freshmen extra curricular quit
advance
fluent
sign up for
be responsible for
be good at
get used to
keep up with
be well prepared for
so that
it is＋adj./n.＋to do sth.
Book1 Unit 1 Teenage life－Reading and Thinking
对分课堂备课教案（高一年级英语）
课题
Reading and Thinking
上课班级
高一年级八个班
上课时间
2020.10.29-10.30
上课时间
2节课
学习方式
对分课堂
备课教师
高一年级英语备课组
学习目标
1. Todevelop the students’reading ability.
Para. 4 D．Adam chose his extra curricular activities.
二、内化吸收
（10分钟）
Step3 Assimilation
Ⅱ. Scanning
1．Which one of the following courses did Adam NOT choose?
高中英语新人教必修一Unit 1 Teenage life period 2 阅读课教学设计教案3份
【新教材】必修第一册Unit 1 Teenage Life 教学设计（人教版）Period 2 Reading and Thinking本板块包括阅读部分The freshman Challenge 和在阅读基础上完成相关的词汇和问答练习。
Reading部分介绍的是高中新生Adam在新的学习环境中面临的挑战和机会。
本文内容贴近学生生活，主人公的问题和困惑也是学生们现在所面对的，通过回答和课文有关的问题和相关的拓展问题，学生可以以积极的心态迎接自己的高中生活。
为了顺利完成Reading and Thinking 的任务，学生还要提前做好相关词汇准备。
1. Let students master useful words and phrases related to the text;2. Let students understand the challenges Adam meets in his new school and compare the similarities and differences of their school and Adam’s;3. Help the students finish vocabulary exercises in the text book.4. Get students to understand they should learn to face difficulties and challenges in senior high school for their own future.Importance:1.Help the students to master key words and phrases in the text.2.Guide students to compare school life in different places.3. Guide the students to learn about Adam’s school life and understand that everyone should overcome difficulties in a new situation.Difficulty:Guide the students compare their sc hool life and Adam’s, and discuss ways to deal with challenges.1.Ask the students to prepare new words and phrases related to the contents of the text.2.Mark the new words in the textbook, understand the meaning in context, or consult the dictionary to understand the meaning.Step 1 Preparation1.freshman___________ junior high school ___________ Senior highschool___________confusing___________ choose courses___________ sign up___________extra-curricular activities___________hand out ___________ homeless people___________ in the community ___________ get used to doing___________ keep up with ___________2.challenge _________ topic________ fluent _________ graduate ________recommend ___________ literature_________ obviously _________quit_________be responsible for _________ schedule_________ editor_________Step 2 Warming upCompare school life in different placesActivity 11.Guide the students to take part in the group work and discuss school life in and out of China.Ask Ss to work in groups and discuss the questions.1)What do you want to know about the school life in other countries?Possible answers:I want to know whether they take extra courses during summer or winter vocations.I wonder if they have enough free time to develop their own interests.I am interested in what subjects they study at school.…2)What would you tell a teenager from another country about school life in China？I am happy to come to my new school and know a lot of new friends.Our teachers are patient and helpful.I feel a little worried about my study because I have more subjects to learn.…Activity 22.Read the text quickly to find the main idea of each paragraph.Guide the students to read the text quickly and fill in the blanks in this part.Possible answers:Paragraph1：Senior high school is a Challenge.Paragraph2：It is important to choose courses.Paragraph3：Extra-curricular activities are also important.Paragraph4：A senior high student must work harder and be more responsible.Step3 Intensive readingActivity 3Read the text again and answer the questions.Guide the students to read the text carefully and find the answers to the following questions.1.What causes did Adams choose? Which one do you think would be his favorite? Why?2.What does “make the team” in paragraph mean?3.What is Adam worried about?4.Is Adam confident that he will get used to senior school life? How do you know?Possible answers:1.Adam chooses Math, English chemistry, world history and Chinese. I think. English advancedliterature is his favorite because he likes English, and he is good at it.2.It means joining the football team.3.He is worried that he can’t keep up with other students in his advanced course and get used to allthe homework.4.Yes, he is. On the one hand, Adam knows that he has to study harder as a senior school studentto be well prepared for his future. On the other hand, Adam knows that school advisers andteacher can give him help when he is faced with problems.Activity 4Complete the outline. Then discuss the questions below with a partner.Get the students to work in pairs and fill in the blanks after discussing the questions carefully. Encourage the students to find clues from the text.Guide the students to discuss the following questions and encourage them to answer the questions according to Adam’s story and their own situation.1.What kind of person do you think Adam is? Why?2.Do you face the same challenges as Adams? What other challenges are you facing?3.What are some differences between Adam’s school and your school life?Possible answers:1.Adam is clear-minded and responsible for himself. When he chooses courses, he knows hisadvantages。
新人教版高中英语必修一Unit 1 Period 2 Reading and Thinking教案
新人教版（2019）英语必修一Unit 1 Period 2 Reading and Thinking教学设计3.Adam will have to study harder in thefuture and get used to beingresponsible for a lot more.Read the text again and answer the questions.What courses did Adam choose? Which one do you think would be his favorite? Why?What does "make the team" in Paragraph 3 mean?What is Adam worried about?Is Adam confident that he will get used to senior high school life? How do you know?1.Adam chose math, English, chemistry,world history, and Chinese. Advancedliterature would be his favoritesubject because he likes English andhe is good at it.2.“Make the team” means to try outand then be allowed to join a sportsteam.3.He is worried about keeping up withthe other students in his advancedcourse and getting used to all thehomework.Complete the outline.DiscussionIn pairs, discuss the following questions.make a good decision.We can try a course for two weeks after we___________ up for it. After that, we cannot change it.The main purpose of the course is to help __________ each student's reading ability. Some of the students want to become writers or editors after they __________, so the teacher advised them to start a writing club.The school is __________ for the safety of all the students.Whenever I'm facing a difficulty, I always tell myself, "Don't let anything stop you. Don't ever __________.”keys:1.recommended2.challenge3.confusing4.sign5.improve6.graduate7.responsible8.quitStep 8 SkimYou can find main ideas by first taking aquick Look at the title, picture(s), key wordsand phrases, and topic sentences.Which paragraph is the main part?Which paragraphs are the supportingparts?SkimmingSkimming is the process of quickly viewinga section of text to get a general impression Discuss with theirpatterner and thenshare their ideas.-Voice their opinions.-Practice their teamspirit.-Practice theirthinking skill andimagination.-Practice theirspeaking andlistening.。
人教版高中英语必修一unit1 reading 教案
人教版高中英语必修一unit1 reading 教案人教版高中英语必修一unit1 reading 教案Teaching: The la passage about Anne's Best Friend Teaching Objectives:wledge Objectives:(1) Students are abld out the main idea and the detailassage.(2) Students can leabackground about Would War llAbility Objective:(1) By reading the passage, students' reading abilg and scanning can be improvedal Objective:(1) Alass, students caaTeaching Key andDifficult Points:(1) Teaching: Students can find the main about the passage and ldetails.(1) Teaching difficult point: Students can traading skill and they can udaily l: Pre-reading (1) The teacher will give a VCR abouagic lws during Would War ll(Justification: VCR can give Students auitive feeling. Though watching VCRan know what they willlealass anduwill be stimulated.)2: While-reading (1)gThe teacher will ask Studad the whole passage quickly to gain idea, then aare it wwholecla(Justification: To help Students understand this passagaan improvg skill.)(2) ScanningThe teacher will ask Studad the passage agablank:Aa diary becau2lt very lonely becauThey had to hide becauAnne named her diabecauAfter that, adiscullowing qu:question1: About how long had Anne and her family bding place wwadiary?question2: How did Anne feel about nature band her family hid away?question3: Why do youlings changed towards nature?question4: Why did Anne no longer just like looking at nature ouwindow?(Justification: Fillingblank can help Students understand the passage better. The discussion can not cultivaabut also stimulaagination.):Post-reading(1) RetellingIacher will invite twarraassagwn words standingla(Justification: Standinglatform can givudxpressing them. Narratingwn words can traluding ability and dlass. )(2) Group WTeacher give Studquestions: Imagine you have to gding like Anne and her family. What would you? Why? Add students cadicugroups, givwanda membwhole cla(Justification: Twill pratice student's abilaking anf develating w): Summary and Homewummary: The teacher summarizes whaave lealaHomework: Read the passage fluently and oay aant words.(Justification: Students can review and consolidate whaave lealass. )。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
细读：弄清细节，找出生词、难句并完 成课后的练习1、2。
精读： 讲解新单词、 有用的短语、 句型， 并让学生自己举例应用。
深入了解文章的思想、 写作风格并提出 相关问题。
教学过程
教学环节 教师活动 预设学生行为 设计意图
读前
思考问题： 1. Does a friend always have to be a person? 2. What else can be your friend?
友谊是学生非常熟悉的一个话题，学生有话可说，对该话题也比较感兴趣，但教师要注意 以下的几个问题：教学环节的设计要合理，符合该阶段学生的心理特点；内容不能过难，教学 环节之间的衔接要自然。此外，教师在学生学习的过程中要注意对学生在学习策略和学习方法 上进行指导，以增强其学习的信心和有效性。 一教学实施过程中出现的优点 1.在新课标的指导下，本单元的教学环节设计得紧凑、合理，环环相扣，由浅入深，难易得 当，符合学生的学习规律，很容易被学生接受。本节课采用“任务驱动，以旧促新”的教学策略， 利用多媒体教学系统，对学生实施自主学习教学模式，教学中注重培养学生分析问题、解决问 题的能力。学生读中求乐，乐中求实，充分发挥了学生的主观能动性，真正打造出充满活力的 课堂，实现了既定的教学目标。 2. 注重学生能力的培养。在教学过程中，教师通过设计不同形式的教学活动，如同桌之间 讨论，小组讨论，调查问卷，小组竞赛等形式，增强了课堂学习的趣味性，培养了学生的协作 精神，创新能力，自学能力和知识运用能力，增进了同学之间的了解程度，起到了“破冰”的交 际效果。听说读写几个课型，锻炼了学生的听说读写各项技能。 3. 本单元教学充分利用了多媒体手段，课堂容量大，课堂变得生动，形象，直观，便于学 生对单元学习内容的吸收和理解。 二教学实施过程中出现的不足及建议 1. 由于该单元是学生初中升初中的第一个单元，也是他们适应新环境、新老师、新同学的 过程，因此，教师要注意自己的教态要亲切、自然，拉近老师和学生之间的距离。 2. 在教学过程中，教师要善于启发和激励学生，帮助学生克服“开口难”的心理障碍，尤其 要注意对学生进行及时的鼓励和表扬，以增强他们的自信，消除他们的顾虑。 3.由于该单元处于新学期初的特点， 所以要注意给学生充分的练习和磨合的时间， 不要一味 追求教学进度，而忽视了教学效果。 4.虽然学生对与本单元的话题比较熟悉， 但由于英语不是学生的母语， 学生对很多在生活中 和熟悉的词汇仍然不知道如何用英语表达，会造成学生词汇贫乏，表达有限，不知所措的局面， 所以一定要指导学生进行有效的充分的预习和鼓励学生进行课外阅读，这是保证课堂效果的很 重要的步骤。 5. 教师要注重对学生学习习惯和学习方法的指导，培养学生的自学能力，便于学生今后能 够更主动地学习。 总之，要想把一节课、一个单元上得很完美，很合理还有很多其它的工作要做，还有很多 问题需要探讨，希望在今后的教学过程中能够继续积累和调整，实现自己的教育目标。
教学流程示意
导入：提问，激发学生思考 Which kind of friend do you think is the best friend? （2）What else can be our friends besides human beings? 把学生的回答总结：患难见真情
快速阅读：弄懂文章大意
板书设计（需要一直留在黑板上主板书）
New words:german outdoors thunder entirely power curtain
New phrases：go through set down a series of on purpose at dusk face to face
教学反思
关注课文的细节，加深对课文 的理解，为后面的信息输出做 准备。
读后 Step5 8minutes
将学生分成四组讨论“你 妮神上学到的，发 从本文的主人公――安 挥想象自己是安妮 妮身上学到了什么？如 会如何度过。 果你是安妮，你会怎样度 过那段苦难的时期？
小组讨论，总结安
通过所学内容，引发学生思考， 学习安妮的乐观勇敢的精神， 培养学生设身处地为别人着想 的品质，加深对本课题――友 谊的理解。通过研究性自主学 习和小组活动,培养学生的团队 协作精神和语言的实际运用能 力
第一遍阅读使学生了解 课文的大意,学会浏览，培养学 生的概括能力,并通过听录音扫 清新单词的发音障碍.
跳读，填表格，获取更过 信息 在学生找出大意之后进 Step3 10 minutes 行第二次阅读,填表格找 快速跳读，完成教 出有关这个故事的主要 师出示的表格 信息。读前讲授另一个阅 读方法――跳读
信息素养：阅读这样一篇英文原著还是有难度的，因此教师要估计到学生在理解上可能存在一 定的困难，课堂上要采用适当的方法加以引导、帮助学生更好的理解文章。
教学目标
知识目标： 1、让学生在语境中学习并掌握文章中的词汇和短语。2、让学生学习一些常用的 的阅读技巧。3、学会欣赏文学作品。 能力目标：提高学生的阅读技能，使学生能够整体把握文章主旨，了解文章内容 情感目标：1、 让学生了解第二次世界大战中德国纳粹对犹太人的迫害以及犹太人的悲惨命运。 2、让学生通过阅读了解二战中的犹太少女安妮的所思所想，用心感受安妮处于恶劣的生活环境 之下渴望友谊、渴望朋友、渴望大自然、渴望自由的心境，从而更加热爱友谊、自由。
Step 1 5 minutes
思考并回答问题。 介 绍这篇文章的写作背 景，让学生理解安妮 的心境和为什么将日 记视为自己的朋友， 学生一定对其原因感 兴趣，从而深刻地领 悟安妮日记的内涵， 引出文章。
引发学生对交友对象的思考， 开阔学生的思维，并引入到阅 读部分的主题－－安妮和日记 交朋友。
读中
教学重点和难点 重点：理解文章，学习不同的阅读技能 解决措施：在读前进行引导和课前预热，呈现几种不同的阅读技巧并进行简要讲解 难点：根据不同的阅读目的选择不同的阅读技巧 解决措施：分析阅读文章，制定阅读目的，选择阅读技巧 教学过程和方法： 1、通过游戏、视频展示的方式导课，达到使学生感受到在生活中朋友的重 要性的目标。 2、通过快速阅读、精读，达到提高学生阅读能力的目标。 3、通过讨论、师生互换角色环节，达到提高学生口语能力的目标。
Байду номын сангаас教材分析
本单元的主题是“友谊”，单元内容基本上都是围绕这一主题展开的。此次教学设计主要以阅读 部分为主进行设计。因为阅读部分承载着整个单元中最重要的语言和文化信息,所以也是教师在 整个教学过程中需要重点处理的部分。文章的标题是”安妮最好的朋友”,本文讲述了有个女孩安 妮为躲避纳粹的迫害而藏身于小阁楼中,并把日记当作自己的朋友,通过写日记来表达自己孤独 和郁闷的心情。在日记中她描述了自己对外面世界和大自然的渴望,以及由于自己的特殊身份而 不能充分享受大自然赋予的一切。使学生通过阅读这篇课文,不仅要进行阅读技能的训练,学习一 些新词汇和短语的表达方法,还要在阅读的过程中学习并欣赏英语语言，的美感,感受主人公乐观 自信的人生态度、纯洁美丽的心灵。 该部分具有如下两个特点： 1、 话题熟悉、深刻、有教育意义： “朋友”这个话题是中学生所熟知的，每个人都对朋友 有自己的理解，而本课时讨论的是男生和女生之间的相处问题，这也很好地结合了学 生实际，给予他们一定启发。 2、本部分是一堂阅读技能课，要求能够提高学生深层次阅读的能力，通过语言输入的形 式以达到最后让学生顺利进行语言输出的目的。
通过填表格使学生着眼该故事 的主要信息,对课文进一步理 解. 使文章的脉络更清晰， 同时 掌握另一个阅读方法――跳 读。
精读，回答问题 1.What is a true friend like in Anne’s opinion? 2. What is an ordinary diary like according to 仔细阅读全文，注 Step4 Anne? 意细节，在文章找 12minutes 3. Why was she so crazy 到问题相关的内容 about things to do with nature? 4. Why did she stay awake on purpose until very late one evening?
教学基本信息 课题 作者及工作 单位
New Senior English for China Book 1 Unit 1 Friendship Reading
黄冈师范学院外国语学院英语 201002 班宋田雨
指导思想与理论依据
课程标准:新课程标准明确规定了基础教育阶段英语课程的任务是：激发和培养学生学习英语的 兴趣，使学生树立自信心，养成良好的学习习惯和形成有效地学习策略，发展自主学习的能力 和合作精神；使学生掌握一定的英语基础知识和一些实用的英语阅读技能，进而为日 后的有效 阅读打下基础；培养学生的观察，记忆，思维和创新精神；帮助学生了解世界和中西方文化的 差异，形成健康的人生观，为他们的终生学习打下良好基础。 在本课教学中， 教师坚持以学生为主， 把学习的主动权交给学生， 让学生自主地进行认知。 小组活动，任务型教学，让学生在完成教学任务的同时，提高自己获取新知识的能力。尤其是 通过给学生播放电影《安妮日记》的片段，引出安妮的故事，让学生了解德国法西斯残害犹太 人的历史，从时代背景出发走进阅读环节，感受主人公当时的心情，这样做可以很容易抓住学 生的好奇心，勾起学生的同情心，引起共鸣。
讲授阅读技巧―― 1.Sｋｉｍｍｉｎｇ Skim : To read or glance through (a passage, for Step 2 example) quickly to get 10 minutes the main idea . 2. 通过视频资料介绍文 章中故事的背景。
学习阅读技巧，观看视 频，了解故事背景
学情分析
一般特征：刚刚升上高中的学生，大家相互之间还不是很熟识，需要了解、沟通，友谊是他们 生活当中必不可少的，他们每个人对友谊的认识不同，见解不一。对于友谊这一话题是特别感 兴趣的，所以大部分学生有比较明确的学习目标和动力，对该课保持较高的积极性。