人教课标版高中英语必修1Unit1 Reading 教学设计1Word格式.docx
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Toconsolidatethecontentsofthereadingpassage,studentsshouldberequiredtoretellthetextintheirownwordsattheendoftheclass.
教学目标
1.Tohelpstudentsunderstandandusethefollowingwordsandexpressions:
addup,upset,calm...down,beconcernedabout,walkthedog,setdown,aseriesof,outdoors,onpurpose,inorderto,atdusk,facetoface
2.Translatethesentencestounderstandthesentencepatterns.
①Therewasatimewhen...
②Ihappenedto(beupstairs)...
③Itwas/isthefirsttimethat...
④It’snopleasurelookingthroughtheseanylonger...
3.ToinstructstudentstoretellthetexttounderstandthelifeofAnneduringWorldWarII.
教学重点
1.Improvestudents’readingability.
2.Helpstudentstounderstandthetext.
教学难点
Howtohelpstudentstounderstandthesentencepatterns.
教学用时
Oneperiod
教学方法
Task-basedapproach,communicativeapproach.
教学过程
Step1Lead-in
(设计意图:
通过讨论“我们为什么需要朋友”,引出课文话题,激活学生的思维,复现和使用WarmingUp中的短语。
通过一起观看图片,激发学生的学习兴趣,体会友谊的价值。
)
T:
Inmyopinion,afriendisapresentthatIgivemyself.WheneverIamintrouble,myfriendswillcometohelpme.Thencanyoutellmewhyyouneedfriendsorwhatagoodfriendcandoforyou?
Pleaseworkingroupsoffourandlistasmanyanswersasyoucan.
S1:
Agoodfriendcangotothecinemawithme.
S2:
IneedagoodfriendbecauseIwanttotellmysecretstoher.
S4:
Agoodfriendcanhelpmewithmystudy.
S5:
Iusuallywalkmydogwithagoodfriendofmine.
Oh,thatsoundsinteresting.Youwalkthedogwithyourfriend.Anythingthatyoucandowithyourfriend?
S6:
Ioftenplayfootballwithmygoodfriends.
S7:
MyfriendcancalmmedownwhenIamveryupset.
...
Indeed,agoodfriendcandoalotofthingswithus.AndIthinkwheneverweareupset,ourfriendswillbeconcernedaboutusandcometocalmusdown.Let’senjoysomepicturesonthescreentoseewhatelsewecandowithourfriends.(Showstudentssomepicturesandsaytogether.)
TandSs:
Wecanplayhappilytogether,takegoodcareofeachother,getreadytohelpeachother,cooperateandimprovetogether,learnfromeachother,competewitheachother,andsharejoysandsadnesswitheachother.Ofcourse,wemustbetrue/faithfultoeachother.
SoIsayafriendisreallyapresentthatwegiveourselves.Nooneintheworldcansailtheoceanoflifewithoutfriends.
(l)Doesafriendalwayshavetobeaperson?
Whatelsecanbeyourfriend?
(2)Doyouthinkadiarycanbecomeyourfriend?
Whyorwhynot?
Pleaseworkinpairstodiscussthequestionsabove.
...
S3:
...
Iamveryinterestedinyouranswers.Oneofyoueventhinksastonecanbeyourgoodfriend.Thatmustbeaspecialonetoyou.Thosewhothinkthatagoodfriendmustbeaperson,pleaseputupyourhand.Andthosewhothinkthatadiarycanbeagoodfriend,pleaseputupyourhand.
Step2Pre-reading
在师生交流的过程中适时而自然地引入课文中的生词,为下面的阅读活动解决了部分阅读障碍,也体现了“在用中学”的教学理念。
通过图片和标题让学生预测课文内容,有助于学生展开想象力,增强了学生的课堂参与度,让他们养成动脑的好习惯。
Well,asforthisquestion,differentpeoplehavedifferentideas.Afewstudentsthinkthatagoodfriendmustbeapersonwhilemanystudentsthinkthatagoodfrienddoesn’thavetobeaper-son.Theycanbeanythingelsethatwelike.Andmostofyouagreethatadiarycanbeagoodfriendtous,becausewecansetdownorwritedownaseriesoffactsinadiary.Canyouguessthemeaningof“aseriesof”?
Ss:
Itmeans“agroupof”.
That’sright.“Aseriesof”means“agroupof”.Aseriesoffactsissetdowninherdiarywhomshecouldtelleverythingto.LookatthetitleofthereadingpassageandthepicturesonPage2andPage3.Canyouguesswhothosepeopleareandwhatthetextmightbeabout?
Nowlet’scometothetextandseewhetheryourpredictionisright.
Step3Reading
skimming和scanning两个环节的设计旨在引导学生快速浏览文章,从总体上把握文章的框架结构和主题结构。
经常进行这方面的训练将极大地提高学生的快速阅读能力。
在把握主旨大意时,还可以引导学生发现文章的主题句,这是一种高效的阅读方法。
1.Skimming
Skimthepassageandanswerthefollowingquestions:
(1)Howmanypartscanthetextbedividedinto?
Howdoyouknowthat?
(2)What’sthemainideaofthefirstpart?
ReadPara.IandthefirsttwosentencesofPara.2togetit,
Thetextcanbedividedintotwoparts.FromthecolorIknowit.
ItismainlyaboutAnne’sbestfriendduringWorldWarII.
Thetextcanbedividedintotwoparts.Ofcoursewecanknowthatfromthecolor.Thediaryintheyellowboxisonepart,andtherestistheotherpart.AndthetextismainlyaboutAnne’sbestfriend-herdiarynamedKitty,whomshecouldtelleverythingto.
2.Scanning
Scanthepassageandfillintheformbelow:
Name
Place
Time
Herfamily
Theyhadto,ortheywouldbecaughtbytheGermanNazis.
whatwecanlearnfromherdiary
.Shehadn’tbeenfortoolong,soshewascrazyabouteverythingtodowith.
.Tohaveagoodlookatbyherself,oneeveningshestayedawakeonpurposeuntil11:
30,butshedidn’tdareasthemoongavefartoomuchlight.
.Anothertimefivemonthsago,shenaturefacetofaceforthefirsttimeinayearandahalf
.Shehatedtolookatnaturethroughdirtyandshehopedto
it.
Suggestedanswers:
AnneFrank
InAmsterdamintheNetherlands
DuringWorldWarⅡ
Theyhadtohideaway,ortheywouldbecaughtbytheGermanNazis.
.Shehadn’tbeenoutdoorsfortoolong,soshewascrazyabouteverythingtodowithnature.
.Tohaveagoodlookatthemoonbyherself,oneeveningshestayedawakeonpurposeuntil11:
30,butshedidn’tdareopenawindowasthemoongavefartoomuchlight.
.Anothertimefivemonthsago,shesaw/lookedatnaturefacetofaceforthefirsttimeinayearandahalf
.Shehatedtolookatnaturethroughdirtycurtainsandshehopedto
experienceit.
3.Intensivereading
此环节是在快速阅读的基础上,在学生对文章有了一定的理解之后,指导学生对细节进行充分的理解。
同时对照所提出的问题有目的地阅读,并对问题采取合作学习的方式进行探究,充分发挥学生在课堂中的主体作用。
(l)T:
Readthetextcarefullyandanswerthefollowingquestions.
①WhatisatruefriendlikeinAnne’sopinion?
②WhatisanordinarydiarylikeaccordingtoAnne?
Whataboutherdiary?
③HowdidAnnefeelaboutnatureaftersheandherfamilyhidaway?
④Whydoyouthinkherfeelingschangedtowardsnature?
①InAnne’sopinion,atruefriendisapersonwhomyoucouldtelleverythingto,suchasyourdeepestfeelingsandthoughts.
②AccordingtoAnne,anordinarydiaryiswheremostpeopleliketosetdownaseriesoffacts.
Annewrotedownherdeepestfeelingsandthoughtsinherdiary.Shetoldeverythingtoherbestfriend-herdiary.
③Shefeltsocrazyaboutnature.
④Becauseshehadbeenindoorstoolong,shewassoeagertoseetheoutdoorworld-thebluesky,thesingingbirds,thebeautifulflowers,thebrightmoon...
(2)T:
Readthetextagaincarefullyanddiscussingroupsoffour:
①Whatdothefollowingtwowordsimply(暗含)inAnne’sletter?
Words
Whatisimplied?
outdoors
nature
②HowwouldyoudescribeAnne’sfeelingsasshewaslookingoutatthenightsky?
①outdoors:
freenature:
thebluesky,thesingingbirds,flowers,thebrightmoon
②Verysad,lonely,helpless,depressed(忧愁的),maybehopeless...
Step4Post-reading
阅读课文,不仅仅是获取信息,欣赏语言和学会运用语言也是阅读的主要目的。
通过对“experience”一词的体会、通过典型和优美句型的学习,不仅让学生更进一步理解文章内容,更是为他们今后的语言运用打下坚实的基础。
Yes.WhenAnnewaslookingoutatthenightsky,shefeltverysad,lonely,helplessandmaybehopeless.Thatwasbecauseshehadbeenindoorstoolongandshewaseagertoseetheoutdoors.AndAnnesaidinherdiary,“It’snopleasurelookingthroughtheseanylongerbecausenatureisonethingthatreallymustbeexperienced.”
1.T:
Discussingroupsoffour:
(l)Whyisnatureonethingthatreallymustbeexperienced?
(2)Inwhatcasecanweexperiencenature?
Thankyouforyourdifferentideas.Fromthepassageweknownaturemeansthebluesky,thesingingbirds,flowers,andthebrightmoonafterhidingaway.Ifwecanonly“lookat”themthroughdirtycurtainshangingbeforeverydustywindowsatnight,thatwouldbeaterriblethingforus.Onlyifwegooutdoorstogetclosetonaturefreelycanwe“experience”itandfeelhappy.
(3)T:
Canyougooutdoorstogetcloseto‘naturefreelytoday?
Why?
Ofcoursewecanbec