人教课标版必修1 Unit 1 Anne’s best friend教学设计

本节课要学习的是人教课标版必修1 Unit 1 Friendship的Warming up, Pre-reading和Reading的内容。本单元的主题是“友谊”。Warming up部分是一个问卷调查，5个问题都是学生在日常生活中可能会遇到的。通过思考解决办法，学生能很快以探索者的姿态投入本单元的学习。Pre-reading部分是阅读之前的讨论活动，让学生带着好奇心走进阅读。Reading部分的阅读文章Anne’s best friend以日记形式讲述了犹太女孩安妮为躲避纳粹的而藏身于小阁楼中，不能与外界接触，周围又没有知心的朋友，孤独之中她将日记当作自己的朋友倾诉衷肠，在写日记中寻求解决问题的办法。通过本单元的学习，学生不仅要学会一些阅读技能和新的词汇和短语的表达，还要学会欣赏文学作品，体会安妮对自由生活的向往，对大自然的热爱，对友情的渴望，从而反思自我，珍惜现有生活并保持乐观的生活态度。 二、教学目标：

1. 让学生掌握课文中的重点词汇和重要句型。 2. 训练学生查读和细读的阅读技能。

3. 使学生了解友谊的丰富内涵，懂得如何交朋友，如何与朋友相处。 三、教学重点和难点：

1. 培养学生的阅读能力，如略读、细读、归纳大意、猜测词义的能力等。 2. 使学生学会在真实语境中使用文中所学的词汇和句子来描述朋友和友谊。 四、教学过程： StepⅠLead-in

1. Let students talk about their summer holidays and their feelings. Then get them to talk about friends, such as old friends in Junior Middle School, about their appearance, personality, hobbies, etc.

Possible questions:

（1） How did you spend your summer holidays? How did you feel?

（2） What do you think of our new school? Do you like it? Could you say something about it? （3） Do you like making friends? How many good friends do you have? What are they like? 【设计说明】高一新生刚进入一个新的环境，对周围的一切既陌生又好奇，心中充满了期待也稍有紧张。在第一节英语课上，通过这些问题能让他们在心理上有个过渡，同时也很自然地引入本单元的话题。 2． Brainstorming

（1） What qualities do you think a good friend should have?

honest, loyal, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful, generous, patient, etc.

（2） What proverbs do you know about friends and friendship?

A friend in need is a friend indeed.

Friends are just the people who share your happiness and sorrow. To have a friend, you need to be a good friend. A life without a friend is a life without the sun. A man who has friends must show himself friendly.

【设计说明】通过这样的小结可让学生了解友谊的内涵，懂得如何交朋友，同时学会一些描述人的品格的词汇，并积累一些谚语。 3． Self-introduction

Ask students to use what they have just learned to introduce themselves. This activity can bring the new classmates close.

The following phrases and structures may be helpful:My name is ... I’m... years old. I like... and dislike ... I am very kind / friendly / ...

I want to make friends with those who are loyal / honest / ...

【设计说明】通过自我介绍，可让同学之间相互了解。通过这个环节，学生可对刚才所学的内容进行操练。 Step Ⅱ Warming up Do the survey on Page 1.

Let students do the survey on Page 1 and have them score their survey according to the scoring sheet on page 8. Then the teacher asks some students how many points they got for the survey and assess their values of friendship.

【设计说明】引导学生了解日常生活中朋友之间容易发生的问题以及解决这些问题的方法，丰富自己的经验，提高分析问题和解决问题的能力。引导学生形成正确的价值观和处事原则，培养高尚的品格。 Step Ⅲ Pre-reading 1. Why do you need friends?

2. Do you think a diary can become your friend? Why or why not?

3. What do you know about World War Ⅱ?（show pictures about World War Ⅱ on PPT） Let students answer the above questions and give them some background information about the author Anne Frank, and show them some pictures of her.

【设计说明】介绍这篇文章的写作背景，激发学生的阅读热情，启发学生对友谊和朋友进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友，并能启发学生

预测课文的内容。通过图片的展示让学生了解二战中德国纳粹犹太人的历史，为学习课文奠定基础。 Step Ⅳ Fast reading

Let students skim the text and answer these questions. 1. Who was Anne’s best friend? 2. When did the story happen? Then let students fill in the form below. .

【设计说明】 让学生快速浏览课文并回答问题和填表格，考查学生查找信息的能力。 Step Ⅴ Careful reading

1. Listening to the tape then do exercise 1 on page 3. 2. Discuss the questions in exercise 2 on page 3.

3. Summarize the main idea for each paragraph in one sentence.

【设计说明】听录音可以训练学生的听力，让学生模仿标准英语的发音和语调。课后练习主要考查学生对课文细节的理解能力。概括课文段落大意考查学生推理判断和概括大意的能力。 Step Ⅵ Learning about language 1. 在课文中找出相应的词或词组填空。 ① ____ not inside a building ② ____ feeling disturbed ③ ____ to be worried about ④ ____ free, not tied up ⑤ ____ to experience something ⑥ ____ to take no notice of

⑦ ____ staying close to and looking at somebody ⑧ ____ to become quiet after nervous activity ⑨ ____ piece of material hung to cover a window ⑩ ____ number of things that happen one after another

Keys: ① outdoors ② upset ③ be concerned about ④ loose ⑤ go through ⑥ ignore ⑦ face to face ⑧ calm down ⑨ curtain ⑩ series

【设计说明】本练习主要考查学生通过上下文猜词的能力，并培养学生学会用英语解释英语。 2. add

[寓词于境] 阅读下列句子，注意add的意思和用法。 I’ll add a few words when you finish. Her illness added to the family’s troubles. [自我归纳] add是_____词，意思是_____。

[拓展] additional adj. 附加的，另外的； addition n.加，增加；in addition 另外，此外； in addition to 除了……

短语： add sth. up 把……加起来 add to增添

add... to ... 把……加到…… add up to 总计；加起来结果是…… [即学即练] 根据以上词组填空。

（1） The balloons ____ the festive atmosphere. （2） His schooling ____ no more than one year.

（3） Every time I ____ these figures ____ I get a different answer. （4） — It’s very delicious, is it?

— Yes, I think you have had some salt ____ the soup. (keys: added to; added up to; add...up; added to)

【设计说明】通过以上单词的讲解可以扩大学生的词汇量，要求学生掌握add 的动词、形容词、名词以及一些动词短语的用法。在[即学即练]这一环节可以让学生巩固所学短语，使其在练中学。 3. clam

[寓词于境] 阅读下列句子，注意calm的意思和用法。 You should keep clam in time of danger. The man tried to calm the frightened children. [自我归纳] calm是____词，意思是____。

[拓展] silent 不说话，不出声；quiet 安静的，宁静的；still 不动的，强调“静止状态”；clam 指人“沉着，镇定”；指自然“无风无浪”。 [即学即练] 选择适当的词填空。

（1） The old man stood quite ____, except that his lips moved slightly. （2） One man shouted at the boy, “be ____, boy!What’s the matter with you?” （3） He is ____ about the accident.

（4） He remained ____ in the face of the cruel enemy. (keys: still; quiet; silent; calm) 4． power

[寓词于境] 阅读下列句子，注意power的意思和用法。 The police have the power to detain offenders.

This country extends its power and influence into neighbouring countries. [自我归纳] power是____词，意思是____。

[拓展] powerful adj. 强有利的，强大的；powerless adj. 无力量的，软弱的；powerfully adv. 强大地

have the power to do sth.有权力做某事 brain power 智力；political power 政权 electric power 电力；power station 发电站

come into power 掌权（动作）; be in power 掌权（状态） 辨析：power 能力； 力量； 电力； 权力 strength 力量；力气 energy 精力；能量

即学即练] 选择适当的词填空。 （1） Full of ____, he lifted the stone . （2） Full of ____, he is always active.

（3） Hitler came into ____ in Germany in 1933. （4） We have the ____ to obtain our shares. (keys: strength; energy; power; power) 5. on purpose

[寓词于境] 阅读下列句子，注意on purpose的用法。 I know you didn’t break the vase on purpose. — Did he break it accidentally? — No, on purpose.

[自我归纳] on purpose 意为 。

[拓展] in order to为了……，以……为目的，相当于so as to，但后者不能用于句首。 We started early in order to arrive before dark.

In order to earn enough money, he worked late into the night. [即学即练] 选词填空。

____ (On purpose, In order to, So as to )pass the exam, John has been studying in the library for 2 days. 6. go through

[寓词于境] 阅读下列句子，注意go through的意思。 （1） The country has gone through too many wars.(经历) （2） I cannot go through so many letters in an hour.（仔细阅读） （3） Mother went through the drawer looking for a sweater.（翻找） （4） He went through all the money his father gave him.（用完，用掉） （5） The flood went through the house making a terrible noise.（穿过） （6） Jack went through the magazine quickly.（浏览） [归纳总结] go through的意思有____。

[拓展] see through 看穿； get through 通过，完成，接通电话；break through 突破；through and through 彻头彻尾地 [即学即练] 翻译下列句子。 （1） 我们无法透过雾看见东西。 (We couldn’t see through the mist.) （2） 你是不是浑身湿透了？ (Did you get wet all through? ) （3） 那么你走绿色通道就可以了。 (You can go through green channel.)

【设计说明】本环节为引导与练习环节。旨在让学生学习掌握本节课的重点单词以及短语。通过 [寓词于境]、[归纳总结]、[拓展]、[即学即练]等不同形式，将难度不一、杂乱无章的内容处理成有序的、阶梯性的、符合每个层次学习认知规律的学习方案，由学生或者合作完成。这样让学生在做中学，在学中做，从而把课堂教学过程自然地转化为学生主动参与的过程。

Step Ⅶ Post-reading Discussion:

1. What is a true friend like in Anne’s opinion?

2. What was an ordinary diary like according to Anne? What about her diary? 3. Why did Anne write such a diary?

4. What is Anne’s tone?(angry, sad, happy or frightened)

【设计说明】对课文进行深度挖掘，拓宽学生的视野，让学生了解友谊的真谛，并在一定程度上提高学生的合作学习能力。 Step Ⅷ Homework

1. Rewrite the passage in the first person.

2. Can you give us some background knowledge of World War and some historical material of Jews?You may use the library or the Internet.

(It is up to the students themselves to complete the task.)

【设计说明】改变人称的改写文章既可以考查学生对课文的理解，又要求把从课文中所学的重点单词、短语、句子运用到实际的写作中，从而使本节课在听、说、读、写四个方面都对学生进行了训练。第二个作业则培养学生自主学习的能力，激发学生的学习热情。 作者单位：湖北省阳新县第一中学