人教版高中英语必修1 Unit 1 reading说课稿

高中英语人教版必修一说课稿Unit1 FriendshipPar t 1.Teaching material analysis (教材分析)1.Analyse the reading material.The reading passage of this unit is Anne’s Best Friend. this topic is familiar to students, so students can have something to say in the related listening, speaking, reading and writing activities. The text is a diary of Jewish girl Anne, describing her desire for nature. The content of the text is not difficult for students to learn. The senior one students just enter the school, are eager to understand, communicate with their classmates, and build a new friendship. As a teacher, to guide them to build a correct concept of friendship is very important, so learning this article is of great significance.This unit also involves the use of direct and indirect speeches.2.Teaching Aims Analysis(教学目标分析)According to the specific description of the general goal of the new English curriculum standard, combined with the reality of senior high school students and the content of teaching materials, students are expected to achieve the following objectives.knowledge objectives:1. Master and use the direct and indirect speeches .2. Discuss friends and friendships.3. Learn to master the key vocabulary of this unit.Ability objectives:1. Learn reading skills: scanning and skimming.2. By talking about friends and friendship, we can not only train the students' ability to use language, but also cultivate the students' ability to find, think and solve problems.3. Understand the reading passage and retell the story.Emotional attitude goal:1. A friend in need is a true friend.2. Bosom friends are rare.3. Let the students learn about the history of the German fascists3.Third, teaching important points and difficulties:Important points1. Training scanning and skimming and other reading skills.2. The true meaning of knowing friends and the problem of getting along with others.Difficulties:1. The training of reading skills.2. direct speech and indirect speechesPart 2. Students Analysis（学生分析）The senior one students have accumulated a certain vocabulary foundation in their junior high school English learning, and have mastered some simple learning strategies and skills, and have a preliminary ability of listening, speaking, reading and writing in English. However, the English level of students is uneven. Teaching should not only further cultivate the learning abilityof the top students, but also ensure that the students with weaker ability can understand, arouse their enthusiasm, make them willing to learn, and enjoy the fun in the process of learning. The topic of this class is closer to life, which can guide students to construct new knowledge experience and information input through cooperative inquiry learning on the basis of original knowledge and experience.Part 3. Teaching Methods Analysis（教学方法）According to my ss’ actual situation, I think the most important thing that I should do is to inspire them to participate in the class activities. I mainly adopt the following teaching methods:1.Task teaching method: combine the students' life experience and interest to design the corresponding task value, let the students learn the due knowledge and improve the language communication ability in the process of completing the task. At the same time, let the students take the questions to read, find out the relevant answers, and analyze and sort out their own point of view.2.Situational teaching: in Warming up, ask students to listen to songs about praising friends, or related videos, and talk about their feelings.3.Multimedia teaching: make full use of English teaching resources, such as recording, computer, multimedia, and etc., to expand students' learning channels, stimulate learning interest and improve teaching effect.We should encourage students' awareness of autonomous learning, make students harvest the fun of success, and enhance their self-confidence in learning English.Part 4. Teaching procedures (教学过程)According to the teaching objectives, I divide the teaching procedures into 6 steps.Step. Lead-in (5 min)Enjoy the song That’s What Friends Are For with the students. Ask the students to find out what it is about.Design purpose:through this task, lead the students the theme of the text "Friendship".Step 2. Pre-reading (8 min)Ask 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.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. ) Design purpose: through this task, narrow the scope of the topic, lead the students’ thinking to the text.Step 3. Reading Tasks (17 min)Task 1. Get the students to try to guess what Anne’s friend was and what the passage is aboutby reading the title and having a quick look at the pictures in this passage without reading it.Task 2. Get the students to skim the first two paragraphs to confirm their guessing.Task 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?Task 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. (6 multiple choice exercises on the screen.)4)Ask the students to read the diary again and try to retell it. The retelling must include the information required below: who, when, what, why, howDesign purpose: through the four reading tasks, enable students to understand the text from different angles. Step 4 Post-reading (12 min)1. 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?Design purpose: through this discussion, let students use and practice the friendship-related words, and form a consensus on friendship.Step 5 Consolidation (8 min)1.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.First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.Design purpose: through this task, suggest the important language phenomena, vocabulary and phrases in the text.Step 6 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. Design purpose: consolidate巩固the reading text through this task.Part 5. Blackboard design (板书设计)1) Key words and sentences on the left hand2)Questions for reading 3) The main idea for each paragraph on the right hand。

Unit1 Reading教学设计（二）Reading: Anne’s Best Friend教学过程Step 1 Warming UpBackground song: Auld Lang SyneT: Class begins!Ss: Good afternoon, Mr. Yi!T: Good afternoon, class. Sit down, please! Nice to meet you.Ss: Nice to meet you, tooT: This class we’ll talk about friendship. When I said “Class begins”, most of you felt nervous. Then what class should be? Are you interested in class?Ss: Yes.T: Classes should be close to true daily life and you could show your true opinions. Classes should be full of good dreams and wishes. Classes should be beneficial to society. “Be beneficial to” means “be good for”.Ss: Yeah.Let’s grow in class!.Classes should be close to true daily life and you could show your true opinions..Classes should be full of good dreams and wishes..Classes should be beneficial to society.T: Let’s come to Unit 1, Friendship. Period 2, Reading. Just now, you have listened to the beautiful song. Do you like it?Ss: Yes.T: What’s the name of the song? Auld Lang Syne. In Chinese友谊地久天长．It was the theme song of the famous film Waterloo Bridge. If you want to know more about it, you can surf the Internet. Do you think friendship is very important?Ss: Yes.T: There are many songs about friends or friendship. Can you tell me your favourite one? Which one do you like best?Ss: Yeah, Friends by Zang Tianshuo.T: Good. And there’s also another song about friends. It is a song by Zhou Huajian. Zhou Huajian says “Friends are a cup of wine. If you have more friends, you have more roads. Maybe friend ship should be brotherly care.”T：（dealing with some new words and phrases 领读方式，和学生一起探讨）Brotherly Care: (be) concerned aboutNotice: not ignoreHappiness: keep me spellboundWater: calm downFriendship is water. When you are angry, your friend may come as water, which is to calm you down. No one can go without water even one day.Fire: courageFriendship is fire. It will encourage you.Step 2 Pre-readingT and Ss (show some pictures and discuss together with the students): 高山流水觅知音。

Unit 1 Friendship -Reading一、教材分析1、这节课使用的教材是新课程标准实验教材高中英语必修1，这套教材是在任务型语言教学理念的基础上编写的，它以话题为主线，贴近学生生活，贴近真实的教学行为，它的语言教学理念是强调语言的运用，促进学生自主学习，发展学习的策略，培养创新精神突出实践能力。

2、本节课是第一元的第二课时，中心话题是友谊。

阅读（Reading）部分摘自《安妮日记》，讲述了犹太女孩安妮把日记作为朋友，倾诉自己内心感受的一段故事：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，不能于外界接触，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方法二、教学潜在对象的学情分析高中生注意力具有一定的稳定性，观察具有一定的目的性、系统性和全面性，初步完成了从具体思维到抽象思维的过渡，喜欢富有个性的教学设计，已不满足老师教材的简单重复与重现，同时自我意识增强，不但在乎别人对自己的评价更渴望得到关注和赞赏。

高一的新生应该有较强的表现欲望和求知的欲望，特别经过了中考总复习和新课改理念的熏陶和实践，已经具有一定的自主合作和探究的能力，具有了一定的英语语言知识和英语运用的能力，具备了用英语思考和表达的基本技能。

基于教学对象以上特点的思考，设计本课时，将以朋友的身份走近他们，用基础的语言启发他们，对教材进行个性化的整合处理，消除他们的心理障碍，以轻松谈话开始，以愉快的交流展开合作，以快乐的约定来结束本课。

三、教学目标与教学重难点根据《新课程标准》总目标的描述，结合高一学生实际和本课时的教学内容，按照知识与技能，情感与态度，过程与方法，将本节课的教学目标确定如下：①知识与技能：1.掌握重点词汇和短语feeling, German, series, outdoors, crazy, nature, purpose, dare, entirely, power, trust, indoors, suffer, teenager, habit, situation, advise, editor, communicatego through, set down, a series of, be crazy about, on purpose, in order to, face to face, according to, get along with, fall in love, join in, advise sb. on重点句子I stayed awake on purpose until half past eleven one evening in order tohave a good look at the moon for once by myself,I wonder if it’s because I haven’t been able to be outdoors for so ling that I’ve grown so crazy about everything to do with nature.2.通过skimming，careful reading ，generalization ，inference 等阅读技能训练，提高阅读能力和阅读技能，培养学生获取信息、处理信息、运用信息进行推理、判断的能力。

学习好资料欢迎下载Book1 Unit1 FriendshipReading-Anne’s best friend 教学设计各位评委老师们：大家好！今天我说课的内容是高一英语新课标必修1 Unit 1，The first period--reading。

下面我就从教材分析、教法分析、学法分析、教学过程、教学评价五个方面进行说明。

一、说教材1、教材的地位和作用这节课是高一必修一第一单元Friendship中的阅读课，文章的标题为Anne’s best friend,本文讲述了犹太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，通过日记来表达自己孤独和郁闷的心情。

本节课reading部分承载着整个单元中最重要的语言和文化信息，也是教师在整个教学过程中需要重点处理的部分。

所以这节课起到对前面的知识巩固作用，为后面的学习做铺垫和打基础。

通过阅读这篇课文，训练各种阅读技巧，全局理解文章，获取信息以及培养学生的综合分析能力和问题探究能力，充分发挥了学生的主体作用，体现了新课标理念。

2、教学目标(1)知识目标：通过阅读课文，使学生掌握文章大意和深刻理解课文；通过对朋友的讨论，帮助学生积累相关描述人的性格、特征的词汇和习惯用语。

(2)能力目标：训练学生的阅读技巧（略读、寻读等），培养学生用英语获取信息、处理分析信息的能力。

(3)情感目标：通过讨论友谊激发学生保持对英语学习的浓厚兴趣和帮助学生意识到朋友和友谊的重要性以及真正的朋友具有什么的品质；通过对课文学习的小组讨论等形式，帮助学生养成团队合作的竞争意识。

3、教学重点和难点教学重点：通过阅读文章，使学生理解文章大意；让学生熟悉与本话题相关的一些重点单词、短语。

教学难点：在阅读中培养学生的阅读能力，对阅读中所获取的信息进行加工学习，然后进行课文复述，转化成为自己的东西；形成有效的学习策略；培养学生学习的语言综合运用能力。

确定依据：根据《新课程标准》在高中英语教学中，要培养学生的综合语言运用能力，发展学生自主学习和合作学习的能力，形成有效的学习策略。

高一英语Unit1 Friendship——Reading 说课稿一、教学内容分析（一）知识背景及新课标、新教材1、本单元围绕友谊这一话题开展听、说、读、写多种教学活动在本单元中涉及到的话题有：人们为什么要交朋友，如何交朋友，怎样处理朋友的关系，生活在二战时期的安妮是如何渴望朋友，如何与朋友相处的等。

2、Reading部分承载着整个单元中最重要的语言和文化信息，也是教师在整个教学过程中需要重点处理的部分。

本文讲述了犹太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。

通过阅读这篇课文，学生不仅要进行阅读技能的训练，学习一些新的词汇和短语的表达方法，还要去阅读过程中学习并欣赏英语语音的美感，感受主人公乐观自信的人生太度，纯洁美丽的心灵。

（二）教学目标1、知识技能①学习一些重要的新单词，短语和句式，如go in rough make+o+n作宾补 1、wonder whether/if一句式等②学会用英语谈论友谊2、能力目标提高学生的阅读能力并学会用一些阅读技能，如guessing key sentences ,skinning ,scanning and so on3、情感目标使学生意识到友谊的重要性，并通过阅读这篇短文学会珍惜友谊（三）教学重点1、培养学生的阅读技能，学会欣赏文学作品2、让学生在语境中学习并掌握文章中的词汇和短语3、提高学生的阅读技能（四）教学难点1、怎样提高阅读技能2、掌握make+o+oc二、教学方法1、任务型教学2、合作学习3、讨论三、具体教学步骤（一）导入（Lead-in）这一步骤的重点在于激发学生的兴趣活动方式：师生互动教师提问：What is important in your Life ?学生的答案会有money study time hip etc再问：DO you want to know he what important in my life?Listen to a song《朋友》导入的同时引出一句谚语：A friend in need is a friend indeed (拓展学生的知识)最后指出今天新学内容是Friendship(二)pre-reading问答形式：1、Why do you need friends?2、What do you think a good friend should be like?3、Does a friend always have to be a person?4、Have you ever considered making friends with animals, plants or even an object?看阅读文章的标题猜猜安妮的朋友是谁介绍这篇文章的写作背景，二十世纪四十年代纳粹德国统治欧洲大部分地区。

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.。

Good morning, teachers. It’s my great honor to be here sharing my lesson with you. The content of my lesson is Senior English Book 1 Unit 1’s reading and comprehending, which is the second period. I’ll be ready to begin this lesson from 4 parts: Analysis of the teaching material, the teaching methods, the students and studying methods, the teaching procedure. First, let me talk about the teaching material.PartⅠ The analysis of the teaching material1. Analysis of the position of the lessonThis unit carried out various kinds of teaching activities around the topic of “friendship”. This is the second teaching period of this unit. The lesson mainly centers on Reading, which is the hard core of this unit. The reading passage titled Anne’s best friend. In this passage, we can know the dairy by the Jewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in World War 2. She treats the dairy as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days.2. Teaching AimsAccording to the new standard curriculum and the syllabus, and after studying the teaching material, the teaching aims are the following:1. Knowledge aims:1) Students can master the usage of the important words and phrases (e.g. 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; )2) To grasp some useful words and expressions in this passage and help them understand.3) To know emphatic sentence.2 Ability aims:1) To develop the students’ reading ability, learn to use some reading strategies such as skimming and scanning;2) To analyze and summarize the rule of direct speech and indirect speech (questions and statements), can transfer and use them skillfully in our life.3) Can introduce the basic information about Anne.3 Emotional aims:1) By Anne's diary, understand the tragic fate of the Jews persecuted by the Nazis.2) The Ss will have a better understanding of the importance of friendship.3) Encourage the students to value the friendship.3. Teaching Keys & DifficultiesKey points:1) How to get the students to learn different reading skills.2) How to get the students to realize the importance of the friendship.Difficult points1) Develop the students’ reading ability.2) Learn the use of direct speech and indirect speed of statement and question.PartⅡ Teaching methodsAccording to the psychological characteristics of high school students, the teacher shouldadopt various forms of teaching methods, and students should participate in the class actively, in order to stimulate students’interest, so that they will learn to participate in and learn from participation. I decided to use the following teaching methods:1. Task-based learning for example: Let the SS complete some reading tasks.2. Cooperative learning for example: group discussionPartⅢ Analysis of the students and studying methodsMy 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 are very large. So my teaching design should have gradient to meet the need of different student. As for learning, Students will learn through independent reading, discussing and cooperating.PartⅣ Teaching proceduresStep 1 Lead-in1. Free talk to lead in the topic we will learn:Do you think to make friends with animals, plants and even things? Why or why not? Tell me the reason.Step 2 Pre-readingBefore reading, I will introduce some skimming and scanning skills to the students.1. SkimmingRead the titleRead the introduction of the first paragraphRead the first sentence of each paragraphRead the headings and sub-headingsNotice any pictures and chartsRead 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 students to read Anne’s diary quickly to know the main idea of the diary. Encourage the students to list some new words in the passage. Question：What is Anne’s diary mainly about?2. Scanning1) Let the students read the text and again to grasp the key information and main idea of each paragraph. After that, write down the main idea of each paragraph.2) The students read the article silently.3) Read Anne’s dairy.①Ask the students how Anne felt in the hiding place.②Guess the meanings of “spellbound” “hold me entirely in their power” from the discourse.③Ask the students to read the diary again and try to retell it.4) Read loudly following the tape.Step 3 Reading1. The teacher should introduce more background about this passage to the students2. Try to guess what Anne’s friend is and what the passage is about by reading the title and havinga quick at the pictures in this passage without reading it.3. Skimming the first two paragraphs to confirm your guessing.4. Let the students read the text and again to grasp the key information and main idea of each paragraph. After that, write down the main idea of each paragraph.Para. One: Anne made her diary her best friend whom she could tell everything.Para. T wo: Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.Para. Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.5. 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 students’ basic reading skills of skimming, scanning and careful reading and the ability to catch the main idea of the passage.Step 4 Post-reading1. Do the exercises of comprehending.2. Ask the question: Imagine you had to go into hiding like Anne and her family.What would you miss most? Give your reasons.Let the students 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 students to experience the context, practice language and form emotional attitude through learning language. Through the discussion the students 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 5 Homework1. Prepare to retell the story.2. Do exercises on workbook.3. Express the understanding of friends and friendship by several sentences.Purpose: In order to consolidate the content learned today, to develop the students' ability of language organization and expression.。

Book1 Unit1 FriendshipReading-Anne’s best friend 教学设计各位评委老师们：大家好！今天我说课的内容是高一英语新课标必修1 Unit 1，The first period--reading。

下面我就从教材分析、教法分析、学法分析、教学过程、教学评价五个方面进行说明。

一、说教材1、教材的地位和作用这节课是高一必修一第一单元Friendship中的阅读课，文章的标题为Anne’s best friend,本文讲述了犹太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，通过日记来表达自己孤独和郁闷的心情。

本节课reading部分承载着整个单元中最重要的语言和文化信息，也是教师在整个教学过程中需要重点处理的部分。

所以这节课起到对前面的知识巩固作用，为后面的学习做铺垫和打基础。

通过阅读这篇课文，训练各种阅读技巧，全局理解文章，获取信息以及培养学生的综合分析能力和问题探究能力，充分发挥了学生的主体作用，体现了新课标理念。

2、教学目标(1)知识目标：通过阅读课文，使学生掌握文章大意和深刻理解课文；通过对朋友的讨论，帮助学生积累相关描述人的性格、特征的词汇和习惯用语。

(2)能力目标：训练学生的阅读技巧（略读、寻读等），培养学生用英语获取信息、处理分析信息的能力。

(3)情感目标：通过讨论友谊激发学生保持对英语学习的浓厚兴趣和帮助学生意识到朋友和友谊的重要性以及真正的朋友具有什么的品质；通过对课文学习的小组讨论等形式，帮助学生养成团队合作的竞争意识。

3、教学重点和难点教学重点：通过阅读文章，使学生理解文章大意；让学生熟悉与本话题相关的一些重点单词、短语。

教学难点：在阅读中培养学生的阅读能力，对阅读中所获取的信息进行加工学习，然后进行课文复述，转化成为自己的东西；形成有效的学习策略；培养学生学习的语言综合运用能力。

确定依据：根据《新课程标准》在高中英语教学中，要培养学生的综合语言运用能力，发展学生自主学习和合作学习的能力，形成有效的学习策略。

Reading and Thinking: The Freshman ChallengeInstructional designTopic Unit1Teenage LifeThe FreshmanChallengeTypeReadingandThinkingClassClass 6,Grade1Duration45minTeaching Material AnalysisThis lesson is the second period of unit 1, namely reading lesson. It tells the story of Adam, an American middle school student, who encountered challenges at the beginning of entering high school. This topic is closely related to high school students, and is very in line with the learning situation of senior1 students, which will also stimulate students' interest in learning and draw their attention. By reading the text, students can learn to share with their classmates the challenges they face as a senior one student, also their feelings and solutions to the challenges. Adam thinks high school life is a challenge. What are the specific challenges? Therefore, students will be able to utilize the reading skills to read the text and find out the key information and Adam’s emotional changes, so as to guide students to realize the challenges they face and the solutions, and then guide students to analyze the differences between Chinese and Western education systems and cultivate their cross-cultural awareness.Student AnalysisThis lesson is for Class 6, Grade 1. Although the topic is very familiar to them, they still have difficulties in expressing their real challenges in English. In addition, they may not have a good understanding of the American middle school education system. For example, the protagonist Adam has a school adviser to help him to offer suggestions for course selection, and Adam is a volunteer in a soup kitchen. These cultural phenomena, which are different from China, might make students confused.Teaching Objectives 1. Knowledge objectives: Enable students to learn English expressions related to Teenage Life, such as freshman, challenge, responsible, etc.2. Ability objectives: Enable students to analyze the structure of the text, master the reading skill: skimming, and summarize Adam's challenges, feelings and solutions by themselves. Enable students to understand the structure of the text.3. Cultural awareness: Enable students to get cultural knowledge, such as “Soup Kitchen”, “School Adviser”, etc. Be able to understand the differences between Chinese and Western education systems and cultivate students' cross-cultural awareness.Key point Students can learn to use reading strategies: skimming, and new vocabulary expressions in this lesson to understand the main idea of the article, summarize the challenges Adam faces, how he feels and what his solutions are; students must be able to understand the differences between Chinese and Western cultures. That is, to understand the specific meaning of soup kitchen, school adviser.Difficult point Students can use the new vocabulary of this unit to correctly communicate with their classmates the challenges they face in middle school life in English, and find solutions.Teaching Procedures Step1 Pre-reading(1)The teacher shows the photos of Bingtuan No. 2 High School on thePPT and asks the following two questions：Were you curious about senior high school life before you came here? Can you describe your feelings as a freshman in senior high school? (2) Students share their answers, and the teacher provides timely classroom feedback.(3) Then, the teacher shares her challenges as a freshman with students and talk about the challenges she faced and shares her feelings with classmates. After that, introduce Adam, the protagonist of this lesson: There is an American middle school student named Adam, but his first year life in high school is a challenge for him, so let's take a look, what happened?Step2 While-listeningFast Reading(1)Students read the article quickly, find out the main idea of eachparagraph of the text, and work together to complete the following blank spaces:Paragraph Main ideaParagraph1Paragraph2Paragraph3Paragraph4Before students starting, the teacher introduce the reading strategy “skimming” to students, namely “You can quickly find main ideas and the whole structure by first taking a quick look at the title, picture(s), key words and phrases, and topic sentences.”（2）Students compare the text, find the position of each general sentence in the paragraph, and analyze the structure of the text. Teacher's question:Can you understand what structure the article is organized, guys?Detailed Reading(1)The first paragraph: Students read the first paragraph carefully andanswer the teacher’s questions:What does Adam think of his senior high school life?How did he feel about the first week?(2)The second paragraph: Students read the second paragraph of the textand answer the teacher’s questions:How does Adam choose the suitable courses?What courses did Adam choose?Which one do you think would be his favorite? Why?The teacher makes a simple cultural development for the “school adviser”in the second paragraph.（3）The third paragraph: Students read the third paragraph of the text, answer what “make the team” specifically refers to in this paragraph, analyze and summarize Adam’s challenges and his countermeasures, and the teacher makes a simple cultural expansion of the “soup kitchen”.（4）The fourth paragraph: Students read the fourth paragraph of the text and answer the teacher’s questions ：In this paragraph, what is the specific challenge Adam encountered? And how will he overcome this challenge?（5）Read again: Students read the text again, summarize the challenges Adam faces, and his feelings and solutions, and then complete the form; After the group discussion, two or three groups of students will be asked to share their own challenges, feelings and solutions.Step3 Post-reading（1）Students think about and discuss the following questions and let three or four students express their opinions in the class:Do you face the same challenges as Adam?What other challenges are you facing?How will you deal with them? TheFreshmanChallengeChallengeFeelings Solutions Entering seniorhigh school Confused ____ Choosing suitable courses Serious Ask for help Making thefootball teamUnhappy but won’t quit To improve himself Keeping upwith othersWorried but confidentStudy harder, be responsibleThe teacher gives students a template to answer, and gives a rough guide to the students' thinking direction:Like Adam, I also have to…Unlike Adam, I don’t have to…My solution to this challenge is to…（2）After listening to the students’ open answers, the teacher gives timely and effective classroom feedback; then the theme of the text teaching is sublimated: STRIVE. Strive to be your better self！（3）RetellingLet students retell the text and then talk about their own challenges and how do they feel and how will they solve these challenges?Step4 Homework1. Complete the activity5 on page15.2. Memorize the new words and word chunks collocations that have been learned in this lesson.Blackboard Design 板书一：Unit 1 Teenage LifeThe Freshman ChallengeChallengeHow to choose courses How to choose extra-curricular activities How to study 板书二：ChallengeRelationshipHomeworkCanteenPressurePEP Senior High School English Compulsory 1（2019）。