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Unit 1 Friendship Reading：Anne’s Best Friend教学设计与反思作者：李庆国来源：《中国校外教育(上旬)》2017年第07期摘要：结合高中英语教学实践，就人教版高中英语必修一《Unit 1 Friendship Reading：Anne’s Best Friend》一课，结合学生的实际教学进行了周密的设计。
现将这一课的教学设计呈献给大家，并就设计中的一些体会与大家分享。
关键词：高中英语教学设计反思与体会一、教学过程设计Step 1. Lead-in （ 3minutes ）1.Listen to the tape recorder ： an English song Auld Lang Syne （友谊地久天长）2.Put forward some questions ：1）What is the most importantthingin your life？2）Why do you need friends to be with you？3）Can you describe one of your friendsin our class and let others guess who he or she is？4）Is Anne’s best friend a man？设计意图1：问了四个简单的问题，学生们能够轻易地把握，并且答案不唯一，灵活性比较强。
这样能够调动学生学习兴趣，让他乐于发言，敢于表达，在轻松愉快地气氛中导入本节课内容——Anne’s best fri end，并且了解到这位好友是一本日记，而不是我们普通类型的朋友。
Step 2.Pre-reading （ 7minutes ）1.Let some students tell something about World War II.2.Raisesome questions：1）WasAnne a Nazi？Did she want to be a Nazi？why？2）What hadthe German Nazis done to the Jewish？设计意图2：通过补充关于第二次世界大战历史背景知识，让学生对德国纳粹分子对犹太人的迫害有所了解，从而对本节所学内容更加容易了解和接受。
人教版高中英语必修一unit1 Anne “s Best Friend reading 教案 Teaching Contents: The lesson is a passage about Anne“s BesFriendTeaching Objectives:Knowledge Objectives:(1)Students are able to find out the main idea and the details of the passage.(2) Students can learn some background about Would War llAbility Objective:(1) By reading the passage, students“ reading ability of skimming and scanni can beimproved.Emotional Objective:(1)After the class, students can cherish peace.Teaching Key and Difficult Points:(1)Teaching key point: Students can find the main about the passage andlist somedetails.(1)Teaching difficult point: Students can train their reading skill and they canuse thistopic in their daily life.Step1: Pre-reading(1)The teacher will give a VCR about the tragic life of the Jews during WouldWar ll(Justification: VCR can give Students a more intuitive feeling. Though watchingVCR,they can know what they will learn in this class and their curiosity will be stimulated.)Step2: While-reading(1) SkimmingThe teacher will ask Students to read the whole passage quickly to get themain idea,then ask someone to share it with the whole class.(Justification: To help Students understand this passage in short time so that they canimprove their Skimming skill.)(2) ScanningThe teacher will ask Student to read the passage again finish the blank:1.Anne kept a diary because2.She felt very lonely because3.They had to hide because4.Anne named her diary Kitty becauseAfter that, ask them to discuss the following questions :question1: About how long had Anne and her family been in the hiding place whenshe wrote this part of her diary?question2: How did Anne feel about nature before she and her family hid away?question3: Why do you think her feelings changed towards nature?question4: Why did Anne no longer just like looking at nature out of the window?(Justification: Filling in the blank can help Students understand the passage better.The discussion can not cultivate their cooperation sense but also stimulate theirimagination.)Step3 : Post-reading(1) RetellingIn this step, the teacher will invite two of them to narrate the passage in his or her ownwords standing on the platform.(Justification: Standing on the platform can give them much more confidence inexpressing them. Narrating in their own words can train their concluding ability anddeepen their impression of the content of this class. )(2) Group WorkTeacher give Students some questions: Imagine you have to go into hiding like Anneand her family. What would you miss most? Why? Add students can first dicuss themin groups, give their own opinions and choose a member to present theiropinions tothe whole class.(Justification: This step will pratice student“ s ability of speaking anf develop theirspirit of cooperating with others.)Step4 : Summary and HomeworkSummary: The teacher summarizes what they have learnt in this class.Homework: Read the passage fluently and oay attention these importantwords.(Justification: Students can review and consolidate what they have learnt inthis class. )。
Unit 1 reading—A nne’s best friend 教学设计教学思路:本节课为文章整体理解课，，重点处理Warming Up, Reading 和Using Language中的阅读文章，培养学生的听、说、读、写的技能，使学生能对本单元的“Friends and Friendship”这一话题充分理解，并感受主人公乐观自信的人生态度以及纯真美丽的心灵。
1.学习任务分析A nne’s best friend 是高中英语必修1第一单元的阅读部分。
本单元的话题是友谊，阅读部分选取了安妮日记中的一小部分，讲述了安妮与一本日记的深厚友谊。
课文主要由两个部分组成：背景介绍和日记展示。
整个阅读部分将分为两个课时来上，这节课主要是简单过一遍课文。
学生必须掌握课文中的新单词和句型，为下一节课讲语法做好准备。
教学重点：1.课文中出现的生词和句型2.对朋友的解读和感想3.书信格式的把握教学难点：1.对课文背景的把握可能很有难度2.了解课文背后隐藏的关于战争所造成的悲剧2 学习者分析高中一年级的学生在初中阶段的英语学习中,已经积累了一定的词汇基础和简单的语法,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。
这个班的英语水平参差不齐，教学既要进一步培养尖子的学习能力又要保证差生能听懂，调动他们的积极性，使他们愿意学，在学习的过程中享受到乐趣。
他们已具备了直接思维和抽象思维的能力，正处于发展、培养创造性思维能力的最佳时期和智力向高水平发展的关键时期，他们有极强的好奇心和求知欲。
他们对老师的期望也大大提高，不仅希望老师传授科学文化知识，更期望从老师那里获得更多的学习策略与技巧，分享人生经验。
3 教学目标a．知识目标理解并学会使用重点词汇和短语：feelings, go through, German, hide away, set down,a series of, outdoors, be crazy about, on purpose, in order to, dare, happen to do,entirely, face to faceb．能力目标（1）学生能用英语表述自己对朋友的观点。
Annes_best_friend教案(New Senior English for China Student’s Book 1)Unit 1 FriendshipReading ：Anne's best friend杨莉I. Teaching Contents 教学内容Unit 1 FriendshipReading: Anne's best friend（普通高中课程标准实验教科书(必修) 人教版高一英语(上)第一单元《友谊》的阅读部分《安妮日记》）II. Design of Teaching Objectives 教学目标设计1.Knowledge（知识）Make the students master the following words, phrases and sentence pattern.(让学生掌握下列单词、短语和句型。
)(1)Important words(重点单词)：Netherlands ,German , Nazis, Jewish, Outdoor, Spellbound, Dare, Thundering, Entirely, Power, Curtains, Dusty, Amsterdam(2) Important phrases(重点词组)：Going through, Laugh at, Be caught by, Hide away, Be crazy about, Everything to do with, On purpose, In order to, Have a (good) look at, Happened to, At dusk, Face to face, Set down a series of(3)Important sentence pattern(重点句型)①Be afraid of+句子②I wonder if+句子③not …until,,,,.④定语从句：There was a time when+句子One evening when+句子⑤It was the first time that +句子2.Skills（技能）①using the skill of skimming to know the main idea of the text and the structure of it (通过使用skimming的方法来了解文章的大致内容和结构)②using the skill of scanning to understand the detail and specific idea of the message and to answer some questions about the text (通过使用scanning的方法来理解文章的细节内容和回来有关文章的一些问题)③asking and answering some questions and discussing it to make a deep understanding of the text (回答和提问以及讨论相关问题来加深对文章的理解)3.Feeling and attitude (情感和态度)①inspiring the sprit of loving nature and life (激发学生热爱自然和生活的情感)②improving th e affection of appreciating those who is be with you and cherishing now（发展学生珍惜身边人，珍惜现在的情感）③develop the feeling of treasuring friendship and the ability to communicate with others（发展学生珍重友谊的情感和培养学生沟通交流的能力）④cultivating the attitude of Anti Racial Discrimina tion（树立反对种族歧视的态度）4.Cultral awareness（文化意识）①knowing something about the German Nazis(了解有关德国纳粹的知识)②knowing something about World WarⅡ（了解有关二战的知识）③knowing something about Jewish（了解有关犹太人的知识）④knowing something about Anne and Anne’s diary（了解有关安妮和安妮日记的知识）5.Learning Strategies (知识策略)①making the students know about Anne and Anne’s diary and the German Nazis, World WarⅡ,etc （让学生了解了安妮，安妮日记，德国纳粹，二战等等的相关知识）②Improving the students’ reading ability through reading activities.(通过系列阅读活动提高学生的阅读理解能力)Ⅲ. Key Points(重点知识)1.learning the words and phrases listed above.(学习上列单词和短语)2.learning the direct speech and indirect speech(学习直接引语和间接引语)3.learning the attributive clause(学习定语从句)4.being able the students to improve their reading comprehension. (提高学生的阅读理解能力)IV. Teaching Difficult Points(教学难点)1.understanding the following sentence correctly. (正确理解下面句子。
Unit 1 FriendshipPeriod 3 ReadingTask 1. SkimmingRead the text quickly and fill in the blank.The text mainly tells us Anne’s best friend_her_diary /Kitty__Task 2. Careful readingRead the text carefully and fill in the blanks.Part 1. Some information about Anne①During World War II, Anne lived in Amsterdam in the Netherlands.②Her family, who were Jews / Jewish , had to hide away, or they would be caught by the German Nazis.③During her hiding time, her only true friend was her diary .Part 2. Some information about Anne’s diary.From Anne’s diary, we can know:① After being indoors for so long, Anne was very crazy about everything to do with nature.② One evening she stayed awake on purpose until half past eleven in order to havea good look at the moon.③ Another time five months ago, she experienced the power of nature for the firsttime in a year and a half.④ she hated to look at nature through dirty curtains and she wanted to experienceit.Step 5 Postreading1. Answer the following questions.(exercise 2 on page 3)Suggested answers:1.About two years. The family went into a hiding place in early July ,1942. Onthe 15thof June ,1944 Anne wrote this diary .2.Before she and her family hid away, she took nature for granted, but now sheappreciates its beauty and majesty.3.Her feelings have changed because she was no longer able to go out as she pleasedbecause he is in hiding. Losing freedom has made her feel more excited about good and beautiful things around her.4.She did not want to be a ‘prisoner’in the hiding place any longer. She wantedto live a normal life again.2. Retell the storyI lived in ___________in the ______________ during _____________. My family were ______, so we had to ___________ for a year and a half in order ________________ by the German Nazis. During that time I wasn’t able to go ________ for so long that I had ______________ about everything to _______ nature. Once, I decided to look at the moon ___________ by myself.But I didn’t _______ open the window to see the night ___________ because I was afraid of being discovered by the Nazis.I felt very _______ without seeing my old friends. So I had to make a new friend _____________, whom I could tell _________ to. Sadly, at last my family was discovered and caught by _______________ sometime later.。
Unit 1 Friendship一、教学对象分析本堂课的教学对象是高一新生，他们正处于由初中向高中过渡的适应期，从一个熟悉的环境来到一个全新的校园，因此他们内心渴望被接受和认可，渴望被了解和认识，但同时又有羞涩和腼腆的一面，而本单元关于友谊的话题，贴近他们的实际生活需要，对他们有很强的吸引力和认同感。
但是他们在交友的标准及尺度把握上意识比较模糊，所以需要老师和家长的指导和帮助。
经过初中三年的英语学习，他们已经掌握了一定的语言知识和学习技能，但是因为新接触高中课文，在对如何加强外语语言文化的感知方面会有一定的困难，也需要老师的指导和点拨。
二、教材内容分析本单元是人教版模块一的第一单元，以friend和friendship为话题，使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友等问题，树立正确的交友观。
而本单元的reading部分节选自《安妮日记》，讲述的是在二战时期，犹太人Anne在孤独中只能以日记为友，伴其度过两年的逃亡生活。
语言地道，文字优美，对事物和人物的描写生动，使学生在了解主人公内心世界的同时，深切体会到英语语言文字的优美。
三、教学目标At the end of the lesson, students will be able to(1)pay more attention to the beautiful words and sentences in the reading andread them aloud with their own feelings;(2)develop their critical thinking;(3)strengthen their judgment about good friends and bad friends.四、教学过程Step1 Greetings (1 minute)教师展示几张新校园的图片，并以主人的姿态欢迎新同学的加入。
T: At first, I would like to share several pictures with you. Could you tell me where it is?Ss: Our school.T: Right. All the pictures are about our school, your new school. So welcome to our school. I know you are new in this school. Some of you may feel lonely because you are far away from your old friends. It doesn’t matter. Today I prepare a game for you to make new friends.[设计意图]教师以图片和主人翁的姿态轻松自然的欢迎学生的到来，从而使学生能以更放松的心态融入到课堂中。
Step 2 Warming-up and lead-in (10 minutes)1. Warming-up(1)学生在老师的指导下以“击鼓传花”的游戏方式进行自我介绍。
T: Can you guess the game’s name according to the picture? Yes, “击鼓传花”in Chinese; that is, one is drumming while the others pass round the blossom. When the drum stops, whoever has the flower must do something. The procedures are as follows:① Students who get the flower should stand up;② Make a brief introduction in English;③ After that, stand still and clo se your eyes to say “stop” for the next round.(2) 教师对自己进行一个自我介绍，以此作为模版给学生参照。
T: Ss who get the flower should introduce yourselves like this: Hello, boys and girls. I’m Linda. I like reading, traveling and music. I’m an easy-going girl. I hope everyone would like me.[设计意图]用学生很熟悉的击鼓传花进行自我介绍的游戏方式作为热身不仅可以很快的引起学生注意，而且在游戏的同时不知不觉的已经进入了本节课的话题。
此外这种形式也很好的打消了他们因为彼此互不相识而造成交流上的心理隔阂，为后面的小组活动奠定基础。
2. Lead-in教师通过做游戏交朋友的环节自然过渡到让学生谈论为什么人类需要朋友的问题上来，让多个学生分享自己的观点，激发其他学生从不同角度对该问题的思考，并最终对该问题做出总结。
T: During the play time, I found some of you were nervous and excited. We played the game to make new friends; that is to say, all of us need friends. So, why dowe need friends?T: Just now, different people express their different opinions. From what you said, I made a conclusion about the question:We need friends to tell sad things in our hearts.We need friends to share happiness and secret.We need friends to share our joys and tears.We need friends to support and help us.We need friends to communicate with others.We need friends to learn from each other.We need friends to exchange our points of view.We need friends to talk to and listen to us.We need friends to understand us.[设计意图]以学生自由回答的形式展现问题的答案是促进学生思想碰撞的很好方式，不同学生表述的观点可以激发其余学生多角度的看待该问题。
3. Brainstorming(1) 教师在学生讨论完为什么需要朋友的问题后，继续引导学生集体回答什么可以是我们的朋友，对话题进一步深入的探讨。
T: Generally speaking, when we talk about friends, it often means a person. But do you think it must be a person? Then what can be our friends? Give us some examples.学生回答完问题后，教师在课件上展现图片，让学生更直观的感受到朋友种类的多样性。
(animals, computers, tree holes,…)(2) 通过上面的思想碰撞，学生对于朋友的种类有了更广的认识，下面通过更深入的问题，了解个体学生对选择朋友的初步想法。
T: If you have got a chance to make a non-human friend, what do you choose? Why?[设计意图]这个环节中一共设置了两个问题，从全班共同作答到个体回答从形式和内容上采用逐层深入的形式让学生进行回答，符合认知规律中从浅到深，由易到难的规律。
Step 3 Reading (13 minutes)1. 教师给学生提供历史背景，让学生充分了解主人公当时所处的环境，理解主人公选择日记作为好朋友的原因和心态。
同时课件展示不同版本的“安妮日记”的封面，给学生更直观的视觉冲击。
T: Anne was a German-Jewish teenager. During the World WarⅡ,Hitler wanted to kill all the Jews. So they had to hide, but unluckily Anne was found and killed. Because of the historical background, there were no children around Anne. So she had to make her diary her best friend. Although she has passed away, her best friend still exists.2. 教师设计了几个与课文相关的问题，检验学生通过预习对文章的了解程度。
Q1 How many paragraphs are there in the diary?Three paragraphs.Q2 Who is Anne’s best friend?Her diary, Kitty.Q3 What did Anne talk about with her diary?Her deepest thoughts and feelings about nature.Q4 Why did Anne make her diary her best friend?She thought her diary could keep her secrets.[设计意图]历史背景知识的丰富有助于学生对主人公在日记中所表达的情感的理解，而通过回答问题教师也可以检查学生的预习工作是否到位，这两者都对后面的文学鉴赏有较好的铺垫和促进作用。
3. 教师引导学生找出给自己留下深刻印象的好词好句，并以自己的情感朗诵出来，这是本节课的创新环节。
通过带有情感的朗读，学会欣赏，激发兴趣。
培养学生从赏析的角度提高阅读技能，并让高一学生对文字鉴赏有一个初步的体验。
