发布时间 : 星期六 文章人教版高中英语必修一： Unit 1 Friendship Reading教案更新完毕开始阅读
Unit 1 Friendship Period 2 Reading
整体设计
从容说课
This is the second teaching period of this unit. As usual, the teacher should check the students’ homework and offer chances for them to go over what they learned in the last period at the beginning of the class.
In this period, the teaching emphasis will be put on developing the Ss’ reading ability and getting them to learn to use some reading strategies such as guessing, key sentences, skimming and so on. As to new words and phrases, the teacher can first find those the Ss find most difficult and help them to understand. One way of helping them learn new words is to ask them to study the text before the lesson and find out the meaning of any word they are unsure of. A second way of helping them is to choose the words they maybe find difficult and pre-teach them before beginning the reading.
In order to lead in the part Reading, the teacher can first ask the students to discuss whether they have ever considered making friends with animals, plants or even an object and why or why not. The students are supposed to analyze their reasons. The purpose of this activity is to begin to focus the students’ attention on the main topic of the reading passage.
It is very important that the students learn to use all the clues in the text to help them understand the gist of what they are reading. So first encourage them to look at the pictures and the heading and guess what the text might be about. Then ask the class to read the passage silently. Sometimes ask them some questions to focus their reading. Alternately, ask them to tell what the main idea for each paragraph is. Make sure that they do it in one sentence. This is very useful because it is making them analyze what is important and what is not.
While discussing the ideas put forward in the reading passage, the students should be encouraged to put forward their own ideas, either criticizing the text or using it as a support because they should think whether they agree or disagree with the writer. Besides, in order to help the students’ own writing, it is also important to ask them to find out and remember some phrases and sentences.
To consolidate the contents of the reading passage, the students should be required to retell the text. In order to arouse the students’ interest, the teacher can hold a competition between groups.
教学重点
Get the students to learn different reading skills. 教学难点
Get the students to learn different reading skills for different reading purposes. 教学方法
1. Task-based teaching and learning 2. Cooperative learning 3. Discussion 教具准备
The multimedia and other normal teaching tools 三维目标 Knowledge aims:
1. Get the students to learn the following useful new words and expressions: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. Help the students to find the words and phrases that they find most difficult and help them to understand.
Ability aims:
Help the students develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming, scanning and so on.
Emotional aims:
Enable the students to realize the importance of friends and friendship, value the friendship between friends by learning the reading text and tell true friends from false friends in their lives.
教学过程
设计方案（一） →Step 1 Revision
1. Check the homework exercises. 2. Ask some students what a friend is. →Step 2 Lead-in
Enjoy the song That’s What Friends Are For with the students. Ask the students to find out what it is
about.
→Step 3 Pre-reading
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. )
→Step 4 Reading
1. Get the students to try to guess what Anne’s friend was and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it.
2. Get the students to skim the first two paragraphs to confirm their guessing.
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?
4. Reading Anne’s diary
1)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.
(1)Anne made friends with her diary because______________ .
A. she didn’t like her other friends B. she was a shy girl C. she trusted nobody
D. she didn’t have a chance to communicate with her friends (2)From the diary we can infer that______________ . A. Anne was a girl who loves nature B. Anne was good at writing diaries
C. Anne was longing for a normal life and she especially missed going outside and enjoying nature D. Anne had good observation in her daily life (3)Why did Anne and her family have to hide? A. Because they were not Germans. B. Because they were asked to do so. C. Because they did something bad. D. Because they were Jewish.
(4)What is the author’s attitude towards Anne in this passage? A. Angry. B. Happy. C. Sorry. D. Disappointed. (5)What is Anne’s tone from her diary?
A. Sad. B. Hopeful. C. Disappointed D. Angry. (6)What made Anne crazy about nature? A. Her interest in nature. B. She had no friends.
C. She couldn’t get outdoors for a long time. D. She could do nothing but watch nature.
Suggested answers:(1)D (2)C (3)D (4)C (5)A (6)C
4)Ask the students to read the diary again and try to retell it. The retelling must include the information required below: