人教版高中英语必修一unit1Readind教学设计[1]

教学设计模板王海波聚焦教学重难点的信息化教学设计课题名称：B1U1 Reading-Anne’s best friend姓名：王海波工作单位：内蒙古赤峰市松山红旗中学学科年级：高一英语教材版本：人教版一、教学内容分析（简要说明课题来源、学习内容、这节课的价值以及学习内容的重要性）本本课为人教版教材必修一第一单元的内容；讲述的是二战期间，德国纳粹党占领荷兰之后，受迫害的主人公安妮和其家庭在躲避追杀的过程中用日记记录自己遭遇的故事。

本节课学生需了解有关二战的基本背景知识和当时犹太人的遭遇等等；通过阅读本课，学生可以获取文中关于安妮日记的事实性信息；总结安妮在躲藏前后对自然的不同感受，提升整合具体信息和推理判断能力；提升小组合作精神；分析安妮死亡的深层次原因，培养反对战争、崇尚和平、努力强国的情怀。

二、教学目标（从知识与技能、过程与方法、情感态度与价值观三个维度对该课题预计要达到的教学目标做出一个整体描述）1.了解有关二战的基本背景知识，掌握基本词汇与短语运用；培养基本阅读方法和技能；2.采用任务型教学、自主学习、小组合作学习相结合的教学方法；3.培养反对战争、崇尚和平、努力强国的情怀。

三、学习者特征分析（说明学习者在知识与技能、过程与方法、情感态度等三个方面的学习准备（学习起点），以及学生的学习风格。

最好说明教师是以何种方式进行学习者特征分析，比如说是通过平时的观察、了解；或是通过预测题目的编制使用等）通过平时的观察和教师个人预测，觉得学生对二战这一话题不是很擅长、也不是很熟悉，学生对二战的了解并不全面充分；但是作为高中生，学生们的正义感和爱国主义情怀强烈，学生们能够通过教师背景知识的输入，培养自己判断是非善恶的能力。

学生在课前能够对文本进行预习，对文本内容有所了解；由于班级一直在进行小组合作学习，所以在教学进行过程中，教师预测学生的参与度会很高。

四、教学策略选择与设计（说明本课题设计的基本理念、主要采用的教学与活动策略）依据任务型教学的理念，使教学活动紧紧围绕为学生设计的任务和活动展开，在任务和活动中使自主学习和合作学习相结合。

Unit1 Reading 优教教学设计（三）设计思想新一轮高中课程改革把“为了每一位学生的发展”置于课程改革的核心位置，更新教育观念，优化教学方式，促进教师专业成长；并以提高学生的技术素养、促进学生全面而富有个性的发展为基本目标，努力培养学生的技术实践能力和创新精神；强调课程要为学生全面、和谐、健康发展服务，为学生的升学和就业作准备，并为学生一生的发展打下重要基础，培养学生具有终身学习的能力。

《普通高中英语课程标准（实验）》指出：高中英语课程的总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。

本单元的教学目标重在培养学生在语言技能、语言知识、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力。

所以，在设计此阅读课时重在培养学生的阅读策略、语感和学生在阅读过程中获取和处理信息的能力。

另外，在阅读教学过程中重视文化导入，从而完成文化意识及情感态度两方面的目标。

教材分析本堂课包括Pre- reading，Reading 和Comprehending 三部分。

它们是语言知识和文化意识的输入过程；是语言技能、情感态度和学习策略的培养过程，也是语言输出过程。

在整个教学过程中它是培养学生阅读能力的主要过程，教学重点为阅读技能的培养、交际能力的提高以及文化意识、情感态度的提升。

Pre-reading 部分结合学生自身有关朋友的经验和看法进行“读前”的说写活动，让学生带着悬念进行阅读，切合学生的心理。

Reading 部分（ANNE’S BEST FRIEND）以日记形式讲述了犹太女孩安妮的故事。

二战中为躲避纳粹的迫害，她和家人不得不藏身于荷兰阿姆斯特丹的一个小阁楼里，不能与外界接触，周围又没有可以推心置腹、与之深谈的朋友。

孤独之中她将日记作为朋友倾诉衷肠，在写日记的过程中寻求解决问题的办法。

Unit1 Reading and Thinking 教学设计本次课堂教学由“Break the impression”这一活动开启，询问学生对于美国高中生活的印象，预期学生在完成文章阅读后打破对美国校园生活“轻松无压力”的印象，并鼓励学生对中美高中校园生活进行对比。

读后回归“Break the impression”这一活动，引导学生分享各自初入高中生活遇到的挑战，打破对同龄人（尤其是“优秀同龄人”）的刻板印象，使学生们明白人人都会遇到挑战；引导学生互相学习应对挑战的方式，鼓励学生不畏挑战，为未来充满更多挑战的生活做好心理准备。

Step1: Warming up（Pre Reading）Q1：What do you think of senior high school life in the U.S.?（教师可在ppt里借用图片呈现比较丰富的美国高中校园生活，提问学生对于美国校园生活的印象，引导学生们回答出类似于easy relaxing这种轻松印象。

）Q2：According to the photo, what is your first impression of Adam? Guessing: How does he feel about his senior high school life?（教师可引导学生关注Adam的表情，引导学生回答类似于“happy”、“confident”等积极向情绪；引出今天阅读文章和Adam有关）Q3：Today we are going to learn an article from Adam, which may break your impression of American senior high school life. Now, look at the title.What does “challenge” mean? Who is the freshman?（学习本单元生词，并引导学生根据标题预测文章内容，过渡到读中活动）Step2: While ReadingActivity1: Read for main ideasQ1: Ask Ss to read the text quickly to find the topic sentence of each para.Q2: Set up P14 Ex2: Summarize main ideas of each para.（教师引导学生总结出两个阅读技巧和一个语言点：Tip1: Find main ideas by taking a quick look at topic sentences.Tip2: Topic sentences sometimes are the first sentence of each paragraph.Tip3: Use “have to” to show your challenges.）Activity2: Read for structureQ: Which para. is the main part? Which paras. are the supporting parts?（教师利用框架图呈现文章的总分结构）Activity3: Read for detailsQ1: Set up P15 Ex4: Read again & Complete the outline（教师以第一段为例，展示阅读细节的过程）Q2: Para.2: Additional question: Why did the adviser recommended that Adam should choose Chinese/ English?Q3: Para.3: Additional question: What can you learn from Adam’s experience?Q4: Review the outline.（读细节时，通过额外的设问引导学生关注Adam在遇到挑战时具体是如何做的，为之后的输出活动搭建内容和语言支架；复习文章结构时，教师再次强调文章的总分关系，为之后的输出活动搭建结构支架）Step3: Post ReadingActivity1: Set up P15 Ex4Q1: According to the text, what kind of person do you think Adam is? Why?Q2: Do you face the same challenges as Adam?Q3: What other challenges are you facing? Compare Adam’s school life with yours.（问题1：基于文章细节对Adam进行性格分析，既引导学生关注Adam积极面对困难的优秀品质，同时也是对Welcome Unit当中人物性格词汇的复习；问题2&3：引导学生对比中外高中生活，将焦点由Adam拉回至自身的高中生活，为下一个讨论活动做铺垫。

人教版高中英语必修一unit1 reading 教案unit1 readingTeaching Contents: The lesson is a passage about Anne's Best Friend Teaching 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 ll Ability Objective: (1) By reading the passage, students' reading ability of skimming and scanning can be improved. 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 and list some details. (1) Teaching difficult point: Students can train their reading skill and they can use this topic in their daily life. Step1: Pre-reading (1) The teacher will give a VCR about the tragic life of the Jews during Would War ll (Justification: VCR can give Students a more intuitive feeling. Though watching VCR, they can know what they will learn in this class and their curiosity will be stimulated.) Step2: While-reading (1) Skimming The teacher will ask Students to read the whole passage quickly to get the main idea, then ask someone to share it with the whole class. (Justification: To help Students understand this passage in short time so that they can improve their Skimming skill.) (2) Scanning The teacher will ask Student to read the passage again finish the blank: 1. Anne kept a diary because 2. She felt very lonely because 3. They had to hide because 4. Anne named her diary Kitty because After that, ask them to discuss the following questions : question1: About how long had Anne and her family been in the hiding place when she 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 Studentsunderstand the passage better. The discussion can not cultivate their cooperation sense but also stimulate their imagination.) Step3 : Post-reading (1) Retelling In this step, the teacher will invite two of them to narrate the passage in his or her own words standing on the platform. (Justification: Standing on the platform can give them much more confidence in expressing them. Narrating in their own words can train their concluding ability and deepen their impression of the content of this class. ) (2) Group Work Teacher give Students some questions: Imagine you have to go into hiding like Anne and her family. What would you miss most? Why? Add students can first dicuss them in groups, give their own opinions and choose a member to present their opinions to the whole class. (Justification: This step will pratice student's ability of speaking anf develop their spirit of cooperating with others.) Step4 : Summary and Homework Summary: The teacher summarizes what they have learnt in this class. Homework: Read the passage fluently and oay attention these important words. (Justification: Students can review and consolidate what they have learnt in this class. )。

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Unit1 Reading 优教教学设计（一）教学设计（一）Reading: Anne’s Best Friend总体设计This is the first reading period for students in senior high school, so how to get into a good habit of reading is very important. And the passage is suitable to guide students to learn the ways of reading: predicting, skimming, scanning and careful reading.Warming up is a survey for students to preview to know if they are good to their friends. After doing the survey by themselves, they should recite the passage written according to the contents of the survey. If so, they can learn to use some of the new words and expressions in this unit and at the same time they will know if they are a good friend.Pre-reading gives students a realistic idea of what a good friend is and what a good friend can do for others, which is the brainstorming for students.The reading passage titled Anne’s Best Friend with two pictures on Page 3 introduces students “who” Anne’s best friend was and her life during World War II. Its structure is good for students to practice the ways of reading: predict what the text is about according to the title and the two pictures; read Para.1 and the first two sentences of Para.2 to skim the main idea of the first part; read the whole text quickly and scan the detailed information of the text; read the text carefully and answer the questions to understand the text, which is intensive reading.To consolidate the contents of the reading passage, students should be required to retell the text in their own words at the end of the class.教学目标1. To help students understand and use the following words and expressions: add up, upset, calm. . . down, be concerned about, walk the dog, set down, a series of, outdoors, on purpose, in order to, at dusk, face to face2. Translate the sentences to understand the sentence patterns.①There was a time when...②I happened to (be upstairs)...③It was/is the first time that...④It’s no pleasure looking through these any longer...3. To instruct students to retell the text to understand the life of Anne during World War II.教学重点1. Improve students’ reading ability.2. Help students to understand the text.教学难点How to help students to understand the sentence patterns.教学用时One period教学方法Task-based approach, communicative approach.教学过程Step 1 Lead-in（设计意图：通过讨论“我们为什么需要朋友”，引出课文话题，激活学生的思维，复现和使用Warming Up 中的短语。

1.谚语：a friend in need is a friend indeed 患难见真情A friend is like a second self. 朋友是另一个自我。

2.词汇练兵--从积极和消积的方面讨论朋友Positive: honest, friendly, open-minded, generous大方的，helpful, patient耐心的, good-tempered好脾气的, trustworthy可信任的, careful, full of love, caring, responsible有责任感的，brave, easygoing随和的, outgoing 好交际的, warm-hearted, kind, selfless无私的, tolerant宽大的, intelligent聪明的Negative: selfish自私的，tricky狡猾的, dishonest, bad-tempered, mean小气的, impatient, narrow-minded 心胸狭窄的, lazy, gossipy3.故事性文章阅读技巧：when\where\who\what\why\how1 Anne kept a diary because she could tell everything to it.2 She felt very lonely because she couldn't meet her friends.3 They had to hide because Jews were caught by Nazis and put away.4 Anne named her diary Kitty because she thought it was her best friend.5 They were finally caught because they were discovered.What and how:1 Anne Frank and her family hid away for___A over a yearB over two yearsC three yearsD one year and a half2 According to Anne ,a true friend is a person___A that would laugh at youB who makes you happyC whom you can trustD who could save your life3 Anne said that she had grown crazy about nature because___A her interest in nature had grownB she had always been soC she had been outdoors too longD she had been indoors too long4 She didn’t dare open the window when the moon was bright .That’s because___A they might be discoveredB her family might bedisturbedC it was very coldD a thief might get into the room5 Anne and her family were caught by German Nazis___A about June 1945B about February 1945C about December 1944D about November 19441. The news quite u_____ him.2. We are all c_______ about / for your safety.课文要点(模块)Ⅰ.课文词汇等填空（旨在复习本课文中的单词拼写和主要词语等）根据课文内容完成下面语法填空，注意单词拼写和词语用法：Anne Frank is a 1 （犹太的）girl who lived in Netherlands during the World War II. Her family had to 2 or they would be caught by the 3 （德国的)Nazis. During the time in the 4 （隐匿的）place, Anne set down a 5 （系列）of facts in a diary . Anne made her diary her best friend 6 she could tell everything to and in the diary she showed us 7 she 8 （经历）during the war.Ⅲ.课文佳句背诵与仿写（旨在培养对难句的理解和写作能力）1.【原句】I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. 我不知道这是不是因为我长久无法出门的缘故，我变得对一切与大自然有关的事情都无比狂热。