人教新版高一英语必修一说课稿集合

人教版高一英语必修一《Unit1 Friendship》说课稿1. 教材信息•课时数：2课时•教材版本：人教版•适用年级：高一•课题：Unit 1 Friendship•单元内容：词汇、语法、听说读写2. 课时目标通过本课的学习，学生将能够：•了解友谊的重要性及如何建立和维护友谊；•学会运用正确的语法结构来描述个人经历与感受；•提高听说读写能力；•提高团队合作能力和表达能力。

3. 课前准备3.1 教师准备•教材：《人教版高一英语必修一》课本 Unit 1 Friendship•多媒体设备：投影仪、电脑•板书工具：彩色马克笔、擦布3.2 学生准备•学生已预习并了解本课的单元主题和词汇；•学生准备了笔和纸。

4. 教学过程4.1 导入新课 (10分钟)•利用投影仪播放一段关于友谊的短视频，引发学生对友谊的思考和讨论。

•提问一些问题激发学生的兴趣，如：你觉得友谊对人的生活重要吗？你曾经遇到过怎样的好朋友？他们对你有什么样的影响？请和同桌讨论一下。

4.2 新课讲解 (20分钟)•向学生介绍本单元的主题：Friendship（友谊）。

•通过示范和解释演示本单元的词汇，如friend（朋友）、trust（信任）、support（支持）等，以及常用短语如make friends（交朋友）、build up friendships（建立友谊）等。

•引导学生思考并讨论友谊对个人成长的重要性以及如何建立和维护友谊。

4.3 语法与写作练习 (30分钟)•通过示范和解释演示本单元的语法结构，如使用过去完成时来描述个人经历和感受。

•提供一些例句，让学生观察并尝试使用过去完成时来描述自己的经历和感受。

•让学生进行小组活动，在小组内分享自己的经历和感受，并使用过去完成时进行描述。

鼓励学生进行互动和合作，提高口语表达能力和团队合作能力。

•引导学生将小组活动中的一些经历和感受写成短文，并进行班内展示，提高写作能力和表达能力。

4.4 听力和口语训练 (30分钟)•通过播放录音和提供听力材料，让学生进行听力训练。

人教版高中英语必修一说课稿全套本课是高一年级的英语必修一第一单元，学生年龄在15岁左右，处于青春期，具有强烈的好奇心和求知欲。

他们对友谊这个话题比较熟悉，并且渴望与同学建立新的友谊。

但是在交友方面，他们缺乏正确的观念和方法，需要教师引导和指导。

学生的英语水平参差不齐，需要根据实际情况采取不同的教学方法和策略。

三、教学方法：本课采取任务型教学法，通过多种形式的阅读活动，让学生在阅读中获取信息，提高阅读能力，同时培养学生的口语表达能力。

在教学过程中，采取小组讨论、角色扮演等形式，让学生在互动中研究，激发他们的研究兴趣和积极性。

四、教学过程：1.导入：通过一个小游戏引入话题，让学生了解友谊的重要性，引导学生讨论友谊的内涵和价值。

2.预读：让学生先阅读文章的标题和图片，了解文章大意和主题，激发学生的阅读兴趣。

3.精读：通过多种形式的阅读活动，让学生逐段阅读文章，理解文章的内容和结构，掌握文章中的重点单词和短语，同时训练学生的阅读技巧。

4.讨论：以小组为单位，让学生就文章中的主题和问题展开讨论，培养学生的口语表达能力和团队合作精神。

5.语法讲解：通过语法讲解和练，让学生掌握直接引语和间接引语的用法及其之间的转换，以及它们的陈述句与疑问句形式。

6.口语训练：通过角色扮演等形式，让学生进行口语训练，提高他们的口语表达能力和自信心。

7.作业布置：布置相关的阅读和口语练作业，巩固学生的研究成果。

五、板书设计：本课板书设计包括以下内容：本课主题、重点单词和短语、直接引语和间接引语的用法及其之间的转换。

板书设计应简洁明了，易于学生理解和记忆。

以上就是我对高一英语必修一第一单元friendship的reading部分的教学设计和思路，希望能对各位老师有所帮助。

谢谢！High school students in their first year have already XXX skills。

XXX。

speaking。

人教版高中英语必修第一册《Welcomeunit》说课稿一、教材概述本说课稿将对人教版高中英语必修第一册《Welcomeunit》进行详细介绍。

本册教材是高中英语必修课程的第一册，共分为六个单元。

本单元是该教材的第一个单元，名为《Welcomeunit》。

二、教学目标本单元的教学目标主要包括：1.语言知识与能力：学生能够掌握并正确运用一些基本的英语词汇和句型，包括问候、表达感谢、道歉等。

2.语言技能：通过听、说、读、写的综合训练，提高学生的英语听、说、读、写的能力。

3.文化意识：通过学习英语问候礼仪和英语国家的文化习俗，培养学生的跨文化交际意识。

三、教学重点本单元的教学重点主要包括：1.学习并掌握基本的英语问候语和表达感谢、道歉的词汇和句型；2.培养学生的听、说、读、写的基本能力；3.通过文化背景的介绍，增强学生对英语国家文化的了解。

四、教学难点本单元的教学难点主要包括：1.帮助学生正确运用英语问候语，避免中式英语的影响；2.帮助学生掌握较为复杂的感谢和道歉的表达方式；3.通过文化背景的介绍，引导学生理解和接受跨文化交际的重要性。

五、教学准备为了保证教学的顺利进行，教师需要准备以下教学资源和教学工具：1.课本：人教版高中英语必修第一册《Welcomeunit》；2.课件：根据教学内容制作的PPT课件，包括图片、例句、练习等；3.多媒体设备：电脑、投影仪等；4.黑板和白板笔。

六、教学过程本单元的教学过程具体分为以下几个步骤：1. 导入和热身（5分钟）通过呈现一幅有关英语问候礼仪的图片，激发学生对英语问候的兴趣，进而引出本单元的学习内容。

教师可以使用课件或黑板来呈现图片，然后与学生进行互动，引导学生讨论英语问候的方式和场合。

2. 教学新词汇和句型（15分钟）通过课件或黑板，教师可以呈现本单元的新词汇和句型。

教师可以使用图片、例句等辅助教学手段，帮助学生理解新词汇的意义和用法。

同时，教师可以设计一些口语练习，使学生能够在实际对话中灵活运用新词汇和句型。

人教课标版高一英语必修一一等奖说课稿《人教课标版高一英语必修一一等奖说课稿》这是优秀的说课稿文章，希望可以对您的学习工作中带来帮助！1、人教课标版高一英语必修一一等奖说课稿各位老师：大家好！我说的课题是高中人教课标版必修1第2单元English around the world的第三课时Reading。

我说课的内容包括三部分，一是教材分析，二是说教法，三是说教学程序。

一、教材分析：本节课上的是人教课标版必修1 Unit 2 English around the world 的阅读课The road to modern English。

本节课的中心话题是“English language and its devel—opment，different kinds of English”。

通过对英语语言的发展历史这一话题的探讨，加强学生对英语语言的了解，特别是对英语发展趋势的了解。

世界在发展，时代在前进，语言作为交流的工具，也随着时代的发展而变化。

由于英语在世界上的广泛使用，它不断地吸收、交融、创新，这就形成了各种各样带有国家、民族、地区特色的英语，没有人们认为的那种唯一的标准英语。

通过本课的学习要让学生了解英国英语、美国英语、澳大利亚英语、印度英语、新加坡英语等都有自己的惯用法和不同的发音规律。

在完成本节课的学习后，学生能感受到英语语言的多层次和多元化，有助于培养学生的跨文化意识。

本课时主要分为两部分：1）Pre—reading。

（读前准备）“ 读前准备”部分是Reading的前奏，此部分设计了两个问题，诱发学思考。

通过对问题的讨论和比较，让学生明白学好英语的重要性。

2）。

Reading （阅读）“阅读”部分文体为说明文，全文共分三个段落。

全文阐述了一个鲜明的观点：英语的确是当今世界范围内使用最广泛的一门语言之一，也是联合国的工作语言之一，它的重要作用是其他语言不可替代的。

3）Post—reading（读后）“读后”部分共设计了两类题型：第一部分是和个问题，其中前面两个是细节理解题；第三题是一个开放性题目，鼓励学生把英语学习与现实生活相结合。

人教版高一英语必修一说课稿大家好，今日我说的是人教版一般高中英语必修一的第一单元Unit1 Friendship。

这是一节阅读课，文章的题目是Anne’s best friend。

接下来我会从教材和学情分析，理论依据和教学方法，教学过程和板书设计这几个方面来阐述教什么，怎么教和为什么这么教。

首先是教材分析。

这堂课是这个单元的第一个课时。

这个单元的主题是伴侣和友情。

这篇课文可以被分为两个部分。

第一部分是关于安妮日记的背景学问，其次部分是安妮日记的内容。

我想其次部分对于大部分同学来说有一点难以理解，由于其次部分有大量的生词和词组，除此之外一些句子也比较冗杂，较难以理解。

接下来是学情分析。

我的同学刚进入高中学习，所以高中的英语学习方法对于他们来说还是很生疏的，因此对于我来说关心他们适应高中的英语学习是很重要的.一步。

相比他们在学校的英语学习，这篇文章对于他们来说还是很有挑战性的。

但是同学对于这一单元的话题还是很熟识的，而且他们也有了基本的阅读技巧像寻读，略读和概括等等。

依据教材和学情分析，接下来我要说的是本堂课的教学目标：1．语言技能：1〕同学能够提高阅读技能：寻读，略读和概括等等2〕同学能够用英语就友情这一话题表达自己的观点以及讲解并描述安妮的故事2．语言学问：1〕同学能够把握一些生词和词组像是German, on purpose,in order to, at dusk, power等等3．情感看法：1〕同学知道生活的美妙之处，对生活保持乐观的看法4．文化意识：1〕同学能够知道一些二战的学问特殊是犹太人的历史5．学习策略：1〕同学通过上网搜集安妮的资料来提高资源策略2〕同学通过小组商量等来提高交际策略重点:1)同学能够提高他们的阅读技巧像是略读,寻读,概括等等2)同学能够用英语就友情这一话题表达自己的观点以及讲解并描述安妮的故事难点:1)同学能够用英语就友情这一话题表达自己的观点以及讲解并描述安妮的故事下面我要说的是理论依据和教学方法.依据英语新课程标准,英语课堂应当以同学为中心,同学在课堂中起主导作用,所以在我的课上我会给同学足够的时间去表达他们的观点和操练英语.除此之外,我还会先激活同学的旧学问来关心他们学习新学问。

高一英语教案（说课稿）：人教版必修一Unit3JourneydowntheMekong（共5篇）第一篇：高一英语教案(说课稿)：人教版必修一Unit3 Journey down the MekongModule1 Unit3Journey down the Mekong英语组：XXX一、教材的分析与处理1、课型：阅读课2、教材分析：地位：本文是该单元“旅行日志”的重点文章，属精读材料。

内容：讲述了主人公与姐姐想骑山地车沿湄公河沿线旅行，并为此查阅资料做准备。

体裁：旅行日记3、学生分析：学生已经学了warming-up与部分单词，并且预习了这篇课文，上课会比较轻松，理解也比较容易。

4、教学目的要求：①语言知识：理解与旅游有关的知识并掌握文中的一些词汇短语。

②语言技能：培养阅读策略（跳读、寻读、略读等）；了解旅游前的准备。

③情感态度：学习王薇敢于冒险的精神；感受主人公认真谨慎的态度，养成做事充分准备坚持到底的好习惯。

④学习策略：学会出行之前讨论、制定计划、查阅旅游资料等能力。

⑤文化意识：增强对祖国大好河山的热爱，以及在旅游中接受异国文化的能力。

5、教学重点：提升学生篇章的整体理解能力，让学生理解本课旅游日记的内容。

6、教学难点：（1）利用跳读、寻读等策略来找出关键词或主题句。

（2）以阅读课为依托，训练学生听、说、读、写及小组合作的能力。

二、教学方法与手段1、教学方法与手段：任务型教学法，情景教学法，讲授法。

（1）通过设置情景和教师讲授，帮助学生了解和学习关于湄公河的信息，激发学生的兴趣,为学习课文做铺垫。

（2）运用任务型教学法，通过读前、读中、读后的任务设计，引导学生理解文章的内容。

2、教学辅助：多媒体三、教学过程Step1: Lead in Ask some students to present their dialogue.(The homework of last class)【设计说明】采用对话形式导入，营造出宽松的学习气氛，为学生全面的课堂参与作了铺垫。

尊敬的各位评委、老师：大家好！我今天说课的题目是人教版高一英语必修一的Unit1 Friendship中Reading and comprehending的内容，此内容为本单元的第二课时。

我将分五个阶段完成说课：一、教材分析；二、教法分析；三、学法分析；四、学情分析；五、教学过程。

下面让我们一起进入第一部分——教材分析。

一、教材分析(一)教材的地位和内容分析本单元的主题是友谊。

这一课时主要是围绕阅读部分来讲，阅读是整个单元的核心部分，是在学习上一课时Warming up and Pre-reading 的基础知识上接着对阅读文本“安妮最好的朋友”中词汇知识点和阅读技巧等的学习，为接下来的第三课时的语法知识的学习及以后的听说读写综合技能的练习打好基础。

文章讲述了犹太女孩安妮为躲避纳粹迫害而藏身于小阁楼中，并把日记作为自己朋友，通过写日记来表达自己孤独和郁闷的心情。

(二)教学目标英语教学大纲规定，通过听说读写的训练，使学生获得英语基础知识和运用英语的能力，激发学生的学习兴趣，为进一步学习打下良好的基础。

因此，我制定以下教学目标：1）知识目标1.掌握文章中的生词和短语: 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 to;2.帮助学生找到他们觉得最困难单词和短语,并帮助他们理解。

人教版高中英语必修一Unit 1-Unit 5全英说课稿引言本文旨在介绍人教版高中英语必修一Unit 1-Unit 5的授课方法和教学内容。

本套教材是高中英语必修课程中的一部分，内容涵盖了日常对话和基本语法知识，是高中英语研究的基础。

Unit 1： Friendship- 阅读理解：通过互动讨论和小组活动，学生了解和掌握友谊的重要性，以及如何在青少年时期建立和维持朋友关系。

- 写作：学生将研究如何写一封友谊的信，通过语言表达感情和分享重要时刻，增进彼此之间的理解。

Unit 2： English Around The World- 阅读理解：学生将了解英语在全球的使用情况，了解英语的进化历程和相关文化俗。

- 写作：学生将研究如何写一篇议论文，就英语在当今世界中的地位和作用发表自己的观点。

Unit 3： Travel journal- 阅读理解：通过阅读游记和旅行日记，学生将扩大英语词汇量和了解不同的文化和历史。

- 写作：学生将研究如何写一篇旅行日记，描述自己的旅行经历和感悟，提高英语写作的能力。

Unit 4： Amazing Science- 阅读理解：学生将了解科学发展的历史，以及人类对自然的探索和解释；学会如何从科学文章中获取信息。

- 写作：学生将研究如何写一篇科普短文，介绍感兴趣的科学领域的最新进展。

Unit 5： Music- 阅读理解：学生将了解音乐的历史和文化，掌握音乐相关的词汇和概念。

- 写作：学生将研究如何写一篇关于音乐的文章，和同学分享自己对音乐的喜好和见解。

结论本文介绍了人教版高中英语必修一Unit 1-Unit 5的授课方法和教学内容，通过丰富的教学活动和提高英语写作能力，全面提升学生的英语水平和综合素质。

新人教版必修一Unit1 Teenage lifeReading and thinking---The freshman challenges 说课稿Good even ing,honorable judges.It’s my great honor to share my lesson design with you. The content of my lesson is Senior English Book 1 Unit 1 Teenage life Reading and thinking part. My lesson design includes7 sections. They’re teaching background, teaching objectives, key and difficult points of teaching, teaching methods, teaching procedures, blackboard design as well as teaching reflection.1.Teaching background1)Theoretical basisFirst, let me talk about teaching background, which includes 3 parts--theoretical basis, analysis of material and analysis of students. The first theory I depend on is English Subject Core Competence,which emphasizes the importance of developing students’ language ability, learning ability,thinking capacity and cultural awareness. All of this can be shown in learning activities. The second is the View of English Learning Activities, which sets a solid foundationfor my teaching procedure.The activities I designed are graded from easy ones to difficult ones. The third theory I’m based on is Constructivism Learning Theory. It is students-centred, focusing on capacity building and emphasizes the situational scene of knowledge. Besides, it focus on cooperative learning and integrated learning activities. All of these ideas can be shown in the learning activities.2)Analysis of materialThenI analyze the teaching material from three dimensions what how and why.What covers the theme and the content. The theme of this section is humans and self. The type of this section is reading and thinking. It's a narrative in the first person whose topic is the freshman challenge. How involves the structure of the text. It’s general and specific.Why refers to the intention of this text, which aims to develop students positive attitude towards challenges and to compare school lives at home and abroad.3)Analysis of studentsThen I adopt SWOT model to analyze the target students. The students are freshman in senior one at Enping No.1 Middle School. They are active to create and eager to explore. Meanwhile, they have the similar experience while the weakness is that they have difficulty in understanding the cross culture knowledge, such as soup kitchen.Besides they will learn from Adam about how to overcome challenges in their school lives.Moreover, to improve their ability of reading and express their challenge and school lives in English is a potential challenge for them.2.Teaching ObjectivesBased on the analysis of teaching material and target students, the teaching objectives are designed as follows, which highlight the CoreCompetence and reflect the cognitive levels.By the end of the class students should be able to:(1)Know some words and phrases related to challenges through theme-based reading, such as freshman, suitable, confusing, freshman and so on.(2)Enhance thinking ability, such as creative and critical thinking throughprediction, further thinking and discussion.(3)Sort out and introduce the information about challenges through a mind map(4)Develop a positive attitude towards challenges in life3.Key and Difficult pointsThekey points are through theme-based reading, students can acquire information about challenges in three aspects —“What”, “How” and “Attitude”.Through a mind map, students can sort out and introduce the information about challenges. Through thought-inspired questions, students can develop a positive attitude towards challenges in life. To sort out and introduce the information about challenges through a mind map is difficult.4.Teaching MethodI will use situational language teaching, task-based language teaching method and communicative language teaching in this lesson.5.Teaching ProcedureIn my teaching design, there are 3 periods--learning, applying and transferring.I will explain them step by step.To start with, they can see a picture of the Wechat history with Adam and answer the questions based on it to lead in the topic, which also helps to relate to their personal experience. In the second step, students are required to predict the quality of Adam and what the passage is mainly about based on the pictures and title. In the third step, student should read for the main ideas with skimming skills,and step 4 is reading for the detailed information. They are asked to draw a mind map with the given clues, which can develop their integrated learning ability, language ability and thinking quality. The fifth is further thinking, they can infer what kind of person Adam is and find the supporting details by cooperating with their group members. Later share the answer on the blackboard, developing their cooperative learning ability, thinking quality and cultural awareness. After that, ask students to discuss about their own freshman challenges, which is a good way to relate to their reality and put what they have learned into practice. A presentation of their works is followed，in which students' communication ability and thinking ability are improved. Students' works are added on the blackboard to further improve the mind map and realize the learning process of "co-construction between teachers and students". Finally, I extend to the challenges in life, which aims to deepen their understanding of challenges and hold a positive attitude towards all the challenges they face in their lives.When the class comes to an end, the students are required to finish the checklist on the handout to see what they have learned through this lesson. Their homework is to write their challenge report. This is an output, consolidating knowledge and laying a foundation for the later learning of this unit.6.Blackboard DesignThis is my blackboard design, a mind map. Through the cooperation between teachers and students, a knowledge network based on the topic context of "challenges" is constructed. Generative learning outcomes give students a moreintuitive and in-depth language experience.7.Teaching ReflectionStudents have a clear knowledge network based on the topic context of "challenges" . In general, all the activities are well organized and the students are active in the whole class. However, they find it hard to draw a mind map. Because time is limited, there is a lack of further exploration of the theme. I will have them trained to draw mind maps and read more materials about challenge.That’s all for my teaching design. Thank you for your attention.。

Unit Friendship一、Analysis of the MaterialThis unit carried out various kinds of teaching activities around the topic of “friendship〞.The content involved in this unit include : why do we need friend?How to make friends with others?The way to express and build relationship So the students will be able to know the rich connotation of friendship. It will also enhance the Ss’ understanding of friendship.So they can talk about this topic with their friends freely.This is my Ss’ first English class in senior high school.Whether this class is successful or has a direct effect on the students’ English learning interest in the future. So this class is very important.二、Analysis of the studentsMy students are first-grade students of senior high school.They have been learning English in junior high school and have accumulated a certain number of vocabularies.They have mastered some simple learning strategies and skills with a preliminary ability of speaking and writing.However, the differences in students’ personality and English proficiency arevery large. So my teaching design should have gradient to meet the need of different student.As a language, the most basic function of English is human communication.But the general condition of Chinese students is that they do not want to speak English.So in my class, I strongly recommend the students to speak up to practice their oral English.三、Teaching objectives1.The Ss will learn the new words, grammar and useful expression in this text.2.The Ss will learn some basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson.Reading skills for Ss including( predicting, skimming, scanning and careful reading.)3.The Ss will have a better understanding of the importance of friendship. Encourage the Ss to value the friendship.四、Teaching key points and difficult pointsKey points: Learn the use of direct speech and indirect speed of statement and question. Learn how to express agreement and disagreement.Difficult points: Train the Ss to sum up the information obtained from the text and speak out in their own words.五、Teaching MethodsAccording to the psychological characteristics of high school Ss, the teacher should adopt various forms of teaching methods, and Ss should participate in the class activity, in order to stimulate Ss’ interest, so that they will learn to participate in and learn from participation. I decide to use the following teaching methods.1.Task-based learningfor example: Let the Ss complete some reading tasks.2.Cooperative learningfor example: group discussion六、Teaching proceduresStep 1 Lead inAt the beginning of the class, I will introduce some proverb to the Ss. Such as:A life without a friend is a life without a sun.A friend in need is a friend indeed.You can buy friendship with friendship, but never with dollars. So the Ss will know people’s general views on friend and friendship.Purpose: to introduce the proverb is to introduce the topic to the Ss in a interesting way. And it can also develop the S s’ habit ofaccumulating language.Step 2 Warming up(1) I will ask the students to discuss some questions in groups. After a few minutes, I will ask the group leader to report their answers. This part is designed to know the Ss’ view on friendship. It is also a preparation for the survey of next stage. If the time permitted, I will ask the Ss to write their answers on the blackboard.(2)Let the Ss fill in the survey in the Ss book. Then I will analyze and give comments on students’ answers.Purpose:So I will have an In-depth understanding of each student’s attitude towards friends, and help Ss to examine themselves, to guide Ss to form the correct values and principle. Step 3 Pre-readingGroup discussion: divide the students in to groups to discuss the following questions.1.Why do you needs friends? Make a list of reasons why friends are important to you?2.What else can be our friends besides human beings?3.Look at the title and skim the first paragraph of the text to find what Anne’s best friend is.(1)For the first question, I will guide the Ss to use the mind-map to list why friends are important to us. This thinking process, which is very effective learning strategy, can open Ss mind at a large extent. Next, I will ask the Ss to discuss. At last, I will sim up the Ss opinions.(2)For the second question, I will use the methods of brain storming.(3)For the third question, I will ask the Ss to read the first paragraph quickly to find out who was Anne’s best friend. This question forms a transition between the pre-reading and the text.It introduce a important reading skill-skimming which, if well learned, could be very useful in saving time when looking for information in a text.The purpose: is to begin to focus student’s attention on the main topic of the reading passage. It prepares Ss to think critically about the topic and provide then with the opportunity to connect some aspect of the topic to their own lives.Step 4 While-reading(1)SkimmingFirst, I will introduce some skimming skills to the Ss.●Read the title●Read the introduction of the first paragraph●Read the first sentence of each paragraph●Read the headings and sub-headings●Notice any pictures and charts●Read the summary or last paragraphA.Let the student read the passage of Anne’s best friend, which is the background information of the diary.B.Let the Ss to read Anne’s diary quickly to know the main idea of the diary. Encourage the Ss to list some new words in passage.(2)ScanningA: Read the text again and jion the correct parts of the sentences.1.Anne kept a diary because A she couldn’t meet her friends2.She felt very lonely because B.Jews were caught by Nazisand killed3.They had to hide because C.she could tell everything to it4.Anne named her diary Kitty D.she wanted it to bebecause her best friend.B: Let the Ss read the text and again to grasp the key information and main idea of each paragraph. After that, complete the following questions and write down the main idea of each paragraph.(3)Careful readingRead the passage again carefully and answer the following questions.1.About how long had Anne and her family been in the hiding place when she wrote this part of her dairy?2.How did Anne feel about nature before she and her family hid away?3.Why do you think her feelings changed towards nature?4.Why did Anne no longer just like looking at the nature out of the window?(4)Words and GrammarI will teach new words in the passage to help them understand the passage. And I will also introduce the direct speech and indirect speech to the students.Purpose:To develop Ss’basic reading skills of skimming, scanning and careful reading and the ability to catch the main idea of the passageStep 5 Post-readingAsk them the question:1.Imagine you had to go into hiding like Anne and her family.What would you mist most?Give your reasons.Let the Ss discuss in groups and make a list of things they would do.Each group can decide its most interesting idea and tell it to the class.Then the class can discuss which ones would be the most effective.Purpose: Enable Ss to experience the context, practice language and form emotional attitude through learning language. Through the discussion the Ss can feel Anne’S longing for free life and friendship. By reflecting on their own life status, they will cherish life more and keep optimistic attitude towards life.Step 6 Homework1.Prepare to retell the story.2.Find out the important language points in the passage and preview them.Purpose: To improve the Ss oral English and consolidate their knowledge.七、板书设计The purpose of this step is。