高中英語(yǔ)-Unit-1-Friendship-Reading-Annex27s-best-friend教學(xué)設(shè)計(jì)-新人教版必修1

1、Unit 1 Friendship1、 教學(xué)對(duì)象分析本堂課的教學(xué)對(duì)象是高一新生，他們正處于由初中向高中過(guò)渡的適應(yīng)期，從一個(gè)熟悉的環(huán)境來(lái)到一個(gè)全新的校園，因此他們內(nèi)心渴望被接受和認(rèn)可，渴望被了解和認(rèn)識(shí)，但同時(shí)又有羞澀和靦腆的一面，而本單元關(guān)于友誼的話題，貼近他們的實(shí)際生活需要，對(duì)他們有很強(qiáng)的吸引力和認(rèn)同感。但是他們?cè)诮挥训臉?biāo)準(zhǔn)及尺度把握上意識(shí)比較模糊，所以需要老師和家長(zhǎng)的指導(dǎo)和幫助。經(jīng)過(guò)初中三年的英語(yǔ)學(xué)習(xí)，他們已經(jīng)掌握了一定的語(yǔ)言知識(shí)和學(xué)習(xí)技能， 但是因?yàn)樾陆佑|高中課文，在對(duì)如何加強(qiáng)外語(yǔ)語(yǔ)言文化的感知方面會(huì)有一定的困難，也需要老師的指導(dǎo)和點(diǎn)撥。2、 教材內(nèi)容分析本單元是人教版模塊一的第一單元，以

2、friend 和friendship 為話題，使學(xué)生通過(guò)討論什么是好朋友，什么是真正的友誼，如何交友等問(wèn)題，樹立正確的交友觀。而本單元的 reading部分節(jié)選自安妮日記，講述的是在二戰(zhàn)時(shí)期，猶太人Anne在孤獨(dú)中只能以日記為友，伴其度過(guò)兩年的逃亡生活。語(yǔ)言地道，文字優(yōu)美，對(duì)事物和人物的描寫生動(dòng)，使學(xué)生 在了解主人公內(nèi)心世界的同時(shí)，深切體會(huì)到英語(yǔ)語(yǔ)言文字的優(yōu)美。 三、 教學(xué)目標(biāo)At the end of the lesson, students will be able to(1) pay more attention to the beautiful words and sentences

3、in the reading and read them aloud with their own feelings;(2) develop their critical thinking;(3) strengthen their judgment about good friends and bad friends.四、 教學(xué)過(guò)程Step1 Greetings (1 minute)教師展示幾張新校園的圖片，并以主人的姿態(tài)歡迎新同學(xué)的加入。T: At first, I would like to share several pictures with you. Could you tell m

4、ewhere it is?Ss: Our school.T: Right. All the pictures are about our school, your new school. So welcome to our school. I know you are new in this school. Some of you may feel lonely because you are far away from your old friends. It doesn' t matter. Today I prepare a game foryou to make new fri

5、ends.設(shè)計(jì)意圖教師以圖片和主人翁的姿態(tài)輕松自然的歡迎學(xué)生的到來(lái)，從而使學(xué)生能以更放松的心態(tài)融入到課堂中。Step 2 Warming-up and lead-in (10 minutes)1. Warming-up(1)學(xué)生在老師的指導(dǎo)下以“擊鼓傳花”的游戲方式進(jìn)行自我介紹。T: Can you guess the game s name according to the picture? Yes,“擊鼓傳花"in Chinese; that is, one is drumming while the others pass round the blossom. Whenthe

6、drum stops, whoever has the flower must do something. The procedures are as follows: Students who get the flower should stand up; Make a brief introduction in English; After that, stand still and clo se your eyes to say "stop " for the next round. (2)教師對(duì)自己進(jìn)行一個(gè)自我介紹，以此作為模版給學(xué)生參照。T: Ss who get

7、 the flower should introduce yourselves like this: Hello, boys and girls.I ' m Linda. I like reading , traveling and music. I ' m an easy -going girl. I hope everyone would like me.設(shè)計(jì)意圖用學(xué)生很熟悉的擊鼓傳花進(jìn)行自我介紹的游戲方式作為熱身不僅可以很快的引起學(xué)生注意，而且在游戲的同時(shí)不知不覺的已經(jīng)進(jìn)入了本節(jié)課的話題。此外這種形式也很 好的打消了他們因?yàn)楸舜嘶ゲ幌嘧R(shí)而造成交流上的心理隔閡，為后面的小組

8、活動(dòng)奠定基礎(chǔ)。2. Lead-in教師通過(guò)做游戲交朋友的環(huán)節(jié)自然過(guò)渡到讓學(xué)生談?wù)摓槭裁慈祟愋枰笥训膯?wèn)題上來(lái)，讓多個(gè)學(xué)生分享自己的觀點(diǎn)， 激發(fā)其他學(xué)生從不同角度對(duì)該問(wèn)題的思考，并最終對(duì)該問(wèn)題做出總結(jié)。T: During the play time, I found some of you were nervous and excited. We playedthe game to make new friends; that is to say, all of us need friends. So, why do we need friends?T: Just now, different

9、people express their different opinions. From what you said, I made a conclusion about the question:We need friends to tell sad things in our hearts.We need friends to share happiness and secret.We need friends to share our joys and tears.We need friends to support and help us.We need friends to com

10、municate with others.We need friends to learn from each other.We need friends to exchange our points of view.We need friends to talk to and listen to us.We need friends to understand us.設(shè)計(jì)意圖以學(xué)生自由回答的形式展現(xiàn)問(wèn)題的答案是促進(jìn)學(xué)生思想碰撞的很好方式，不同學(xué)生表述的觀點(diǎn)可以激發(fā)其余學(xué)生多角度的看待該問(wèn)題。3. Brainstorming(1)教師在學(xué)生討論完為什么需要朋友的問(wèn)題后，繼續(xù)引導(dǎo)學(xué)生集體回答什么

11、可以是我們的朋友，對(duì)話題進(jìn)一步深入的探討。T: Generally speaking, when we talk about friends, it often means a person. But doyou think it must be a person? Then what can be our friends? Give us some examples.學(xué)生回答完問(wèn)題后，教師在課件上展現(xiàn)圖片，讓學(xué)生更直觀的感受到朋友種類的多樣性。(animals, computers, tree holes, )(2)通過(guò)上面的思想碰撞，學(xué)生對(duì)于朋友的種類有了更廣的認(rèn)識(shí)，下面通過(guò)更深入的問(wèn)題，

12、了解個(gè)體學(xué)生對(duì)選擇朋友的初步想法。T: If you have got a chance to make a non-human friend, what do you choose? Why?設(shè)計(jì)意圖這個(gè)環(huán)節(jié)中一共設(shè)置了兩個(gè)問(wèn)題，從全班共同作答到個(gè)體回答從形式和內(nèi)容上采用逐層深入的形式讓學(xué)生進(jìn)行回答，符合認(rèn)知規(guī)律中從淺到深，由易到難的規(guī)律。Step 3 Reading (13 minutes)3 / 71. 教師給學(xué)生提供歷史背景，讓學(xué)生充分了解主人公當(dāng)時(shí)所處的環(huán)境，理解主人公選擇日記作為好朋友的原因和心態(tài)。同時(shí)課件展示不同版本的“安妮日記”的封面， 給學(xué)生更直觀 的視覺沖擊。T: Anne

13、 was a German-Jewish teenager. During the World Warn ,Hitler wanted to killall the Jews. So they had to hide, but unluckily Anne was found and killed. Because of the historical background, there were no children around Anne. So she had to make her diary her best friend. Although she has passed away,

14、 her best friend still exists.2. 教師設(shè)計(jì)了幾個(gè)與課文相關(guān)的問(wèn)題，檢驗(yàn)學(xué)生通過(guò)預(yù)習(xí)對(duì)文章的了解程度。Q1 How many paragraphs are there in the diary?Three paragraphs.Q2 Who is Anne s best friend?Her diary, Kitty.Q3 What did Anne talk about with her diary?Her deepest thoughts and feelings about nature.Q4 Why did Anne make her diary her

15、best friend?She thought her diary could keep her secrets. 設(shè)計(jì)意圖 歷史背景知識(shí)的豐富有助于學(xué)生對(duì)主人公在日記中所表達(dá)的情感的理解， 而通過(guò)回答問(wèn)題教師也可以檢查學(xué)生的預(yù)習(xí)工作是否到位， 這兩者都對(duì)后面的文學(xué)鑒賞有較好 的鋪墊和促進(jìn)作用。3. 教師引導(dǎo)學(xué)生找出給自己留下深刻印象的好詞好句， 并以自己的情感朗誦出來(lái)，這是本節(jié)課的創(chuàng)新環(huán)節(jié)。通過(guò)帶有情感的朗讀， 學(xué)會(huì)欣賞，激發(fā)興趣。培養(yǎng)學(xué)生從賞析的角度提高閱讀技能，并讓高一學(xué)生對(duì)文字鑒賞有一個(gè)初步的體驗(yàn)。T: While reading the diary, there are some w

16、ords and sentences which move me deeply.I m sure you have the same feeling as me. Please try to find the words or sentences that can touch your hearts, then tell us the reason, and at last read them out with your own feelings. Here are the words that can help you describe your feelings:relaxed, nerv

17、ous, glad, angry, sad, worried, upset, wonderful, scared, hopeful, disappointedT: In order to develop your ability of appreciation, I prepare another articleforyou which is more difficult.A good friend is better than a fortune,for a fortune cannot purchase thoseelements of character, which make frie

18、ndshipa blessing.The best friend is onewho is wiser and better than ourselves, for we are inspired by his wisdom and virtue to nobler deeds. Greater wisdom and goodness than we possess lifts us higher mentally and morally.“A man is known by the friends he keeps. ” it is always true. Friendship of a

19、high order is powerful to develop character. Character makes character in the associations of life faster than anything else. This fact makes the choice of friends in early life more important even than that of teachers and guardians.Friendshipis education, good or bad; it develops manhood or womanh

20、ood, highor low; it liftsthe soul upward or drags it downward. There is no half way workabout its influence. Nothing in the world is surer than this. Sow virtue, and the harvest will be virtue. Sow vice, and the harvest will be vice. Good friends help us to sow virtue; evil friends help us to sow vi

21、ce. 設(shè)計(jì)意圖 “安妮日記”是一篇文字相當(dāng)優(yōu)美的文章， 如果只是簡(jiǎn)單的關(guān)注語(yǔ)言點(diǎn)或句式結(jié)構(gòu)未免太可惜。 應(yīng)該讓學(xué)生從對(duì)作者的了解到理解和感悟語(yǔ)言文字的美， 從以往俗套的只關(guān)注語(yǔ)言點(diǎn)和知識(shí)點(diǎn)的層面帶領(lǐng)學(xué)生更多關(guān)注文本框架和感悟語(yǔ)言美的層面， 讓高一學(xué)生對(duì)文學(xué)鑒賞有個(gè)粗淺的認(rèn)識(shí)和了解。Step 4 Consolidation ( 20 minutes )通過(guò)以下兩個(gè)小組活動(dòng)進(jìn)一步對(duì)本節(jié)課 “朋友” 的話題進(jìn)行升華， 引導(dǎo)學(xué)生有一個(gè)正確的交友觀。T: A person can have many friends, but not all friends are good friends. We s

22、hould know how to judge whether our friend is a good one or a bad one, so that we could make good use of friendship.活動(dòng)一： Pair work (5 minutes)學(xué)生對(duì)該問(wèn)題發(fā)表完自己的看法后，教師用文字和圖片結(jié)合的方式幫助學(xué)生得出結(jié)論。Ss talk about the question with their partners: Is the computer our good friend or a bad one? Then teacher helps Ss to m

23、ake a conclusion about how to separate good friends from bad friends ：Everything is a double-edged sword.活動(dòng)二： Group work (15 minutes)T: You should discuss the question with your team members: What kind of friends are our true friends? After that, each group chooses one person to do the report like this:Somemembers in my group think the friends who are true friends. Others