人教课标版高中英语必修1Unit1 Reading 教学设计

Unit1 阅读课名师教学设计

【教材版本与册数】人教版必修一

【单元名称】Unit 1 Friendship 【课时】Period 1（第1课时） 【课型】Reading（阅读课）

阅读课框架单

教材版本：人教版 册数：Book 1 单元：Unit 1 课型（课时）：阅读课 教 材 分 析 本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。 Reading部分Anne’s Best Friend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。文章的标题是”安妮最好的朋友”,本文讲述了一个叫安妮的女孩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。在日记中她描述了自己对外面世界和大自然的渴望,以及由于自己的特殊身份而不能充分享受大自然赋予的一切。文本的解读可以从以下五个方面进行：1. 侧重语言知识。我们可以把所要教的语言知识渗透于阅读教学的三个阶段，即读前、读中和读后，从而达到结合阅读文本使学生真正理解、掌握和运用这些语言知识，如文中用词的讲究、句型的多样都渗透着语言的美感；2.侧重体裁分析。我们可以从体裁的角度帮助学生了解篇章模式和篇章类型，分析作者谋篇的特点，设定相应的阅读要求，如从日记的体裁出发对文本进行解读；3.侧重阅读技能。我们可以使用预测、略读、精读以分析句子逻辑关系等策略来提升学生的阅读效率和整合文本信息的能力，如本文可以训练学生的寻读、归纳段落大意等；4.侧重写作技能。要求学生通过阅读既要获得文章的内容、理解课文的信息和为了使篇章通顺而使用的连接词等，如文中有大量环境的描写，教师可以引导学生推测安妮的心情，在达到一定输入量时安排仿写；5.侧重文化意识和感情态度。我们可以引导学生对比当下的生活和二战中安妮的所思所想来教育学生珍惜和平和幸福的生活。 1. 语言知识目标： 通过对阅读文本的学习，要求本堂课后学生能熟练使用以下词汇、短语： add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power 教 学 目 标 add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face 2. 语言能力目标： （1）通过本节课的学习，学生能够熟练运用以下句型表达自己的观点和看法： I (don’t) think…… I (don’t) think so. I (don’t) agree. I believe…… That’s correct. In my opinion, …… （2）通过本课的学习使学生能够在理解的基础上复述课文。 2. 情感态度目标: （1）通过文本的理解，引导学生对比当下的生活和二战中安妮的所思所想来教育学生珍惜和平和幸福的生活； （2）了解“Friends and friendship”这一话题，使学生感受主人公Anne乐观自信的人生态度和纯洁美丽的心灵。 4. 思维目标 通过阅读让学生了解阅读过程中有很多阅读障碍，但是可以通过调整心态和注意力，读懂细节，推测隐含内容，从而掌握大意，获取所需信息。 教学重点： 1.文章的背景是二战期间犹太人被迫害的历史，重点引导学生结合当下去珍惜现在美好生活； 2.文章的生词较多，重点引导学生理解段落再分辨和归纳主题句。 教学难点： 1.由于日记节选部分取材于原汁原味的英文原著，语言非常真实、地道和自然，因此文章中出现的较多生词和复杂的句式会对学生理解产生一定阻碍； 2.输出部分要求学生在一定的情景中使用已学的表达 建 议 教 法 1. 任务型教学法: 让学生在课堂活动中获得知识。任务完成的过程，就是一个知识转化的过程。随着“任务”的不断深化，整个语言学习的过程会越来越自动化和自主化。 例如教师可以引导学生带着问题阅读，如：What is a true friend like in Anne’s opinion? Why was she so crazy about things to do with nature? Why did she stay awake on purpose until very late one evening? 从而了解文章的结构，熟悉文章的细节，从而培养学生的阅读理解能力。 2. 情景教学法：给学生一个亲身经历，亲身体会的过程，学习与实践通行，能够加深学生的记忆力和理解力。例如教师可以给学生播放视频，让学生更好地理解主人公当时的处境和心情。 教学流程 （详见相应教学设计） 1. 本课通过要求学生完成具体的任务来学习和巩固语言，使学生能够享受成功的喜悦； 教 学 评 价 2. 本课通过多媒体技术，为学生创造学习环境，提供丰富的教学资源，拓宽了学生的学习渠道和学习方式； 3. 通过小组活动帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。 【本课时教学设计】

步骤 过程 措施（教师活动与学生活动） 目的 持续性评价

Step 1 Greeting DELC4 1 预备与激活先期知识 1. T: greets the class. S: greet the teacher and get ready for the class. 1. 真实情景式导入话题，激发学生的让学生保持思考的习学习兴趣。 惯，并培养批判性思维的形成。 and Leading 2.T :leads in the topic of this class by asking some in (4mins ) related questions. S: answer the questions and volunteer to share their ideas. T: Do you think friends are important to us? S: Yes, we all have friends. T: What kind of friend can be called a “TRUE friend” ? What kind of friend can be your BEST friend? S: In my opinion,... T: Indeed, we can’t live without our friends. But does a friend have to be a person? S: Maybe not, my dog is also my friend, because... 2. 引导学生批判性思维，朋友不一定 必须是人类，从而丰富“朋友”的内涵。 3. 为阅读板块的学习进行了铺垫。 T: What a cute friend! Let’s read the passage and find out who the girl’s friend was .

Step2 While- reading 1. T: Look at the pictures on P2 and P3 and the title 培养学生抓主旨大意的阅读策略。 of the text and guess what the text might be about. . 大部分学生能找出主旨大意。 DE（读中） S: answer the questions. (21 mins) 2. T: asks the class when and where the story happened, then introduces the background information of the heroine. S: answer the questions and get to know the background story. 通过对背景知识的了解，激发学生对 文中主人翁的情感产生共鸣。 训练学生在阅读文本中查找细节， 并判断逻辑关系。 部分学生能用英语表达对阅读文本相关背景的只是内容，口语表达能力能得到锻炼。 学生能够通过完成练习，找到关键细节信息。 3. T: Scan the first two paragraphs to check your prediction S: read the passage again and fill in the blanks. LC5 2 获取新知 1. T: How much do you know about the Jews and the German Nazis during World War II? How do you feel after seeing those pictures? S: Look at the pictures and answer the questions. 2. T: Can you imagine how Anne felt in her 识 situation? S: Look at the pictures and answer the questions. 3. T: What would you write in your diary if you were living in such a horrible situation? S: Look at the pictures and answer the questions. 4. T: Read the diary part and give the main idea of each paragraph. S: Para1. Anne has grown so crazy about everything to do with nature. Para2: Anne's two unforgettable experiences at night while she was in the hiding place. Para3. It's no pleasure looking through these any longer because nature is one thing that really must be experience. 5. T: Read the diary again and answer the following questions: (1) Can you find out the words or expressions describing nature or surroundings in Para 1? (2) It mentioned “that's changed since I came here” in Para1. Can you find out the words or expressions describing the changes in Para2&3? (3) Why do you think Anne's feelings towards nature/surroundings changed? S: Read the diary again and answer the questions. 6. T: How did Anna’s feelings towards nature change? Why? S: Read the diary again and fill in the chart. 7. T: How would you describe Anne’s feelings as she was in hiding? Do you understand why Anne regarded her diary as her best friend now? Why? S: possible answers: helpless, lonely, terrified, long for freedom, eager to go out. She was in such a depressing and terrifying environment

that she had no friend to communicate with.

DEStep 3 1. T: Work in groups: Suppose you were Anne, and 引导学生对文中细节进行深入思考，大部分学生能对文中were interviewed by a journalist after the war, 联系当时社会情况和文化背景，充分细节进行思索，并理talking about your feelings while in hiding. 理解阅读文本。 解文本。 大部分学生能理解文中主人翁的情感态度，部分学生能找到准确的形容词来表述，并解释清楚原因。 LC6 Post- 3 深度加工知识 reading（读后） S: work in groups and have an interview. (7mins) 2. T: requires the class to work in pair and brainstorm some adjectives to describe Anne’s 分析人物性格帮助学生更加深刻地feelings, then select 5 good adjectives. 体会作者的情感态度和写作意图。 S: work with a partner to brainstorm some adjectives for Anne’s feelings and choose five good ones.

DEStep 4 1. T: lets Ss imagine that they had the same situation 通过假设情景，让学生们讨论并交流通过思维导图形式能他们最思念即最珍视的东西，不仅锻让大多数学生清晰回炼了口头表达，而且引导学生对自己顾本堂课的课脉结的生命进行思考，懂得珍惜美好生活，懂得感恩和平年代。 构，通过课后作业，即运用课堂中所联想到的形容词描述自己的朋友，检测学生在课后是否能基本运用课堂知识，体现对学生的可持续性评价。 Free Talk as Anne, and talk about the things they would miss （8 mins） most, and the reasons, too. S: imagine they were Anne and had to hide, and what they would miss most, then explain the reasons. LC7 4 评价学生学习 2. T: T uses a simple mind-map to let Ss review what they have learned this class and check whether they have understood the passage. S: Ss remember what they have learned and say the key words by thinking over. People Things, animals... Friendship Anne’s diary 3. Homework Imagine if Anne regained freedom after the war, what would she feel and do? Please write a short diary in the name of Anne, describing nature in her eyes and her deep feelings.

Anne’s personality Background information Content of the diary

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