Learning about Language优质课教案内容

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Unit1Friendship-Reading 一、教材分析

这节课使用的教材是新课程标准实验教材高中英语必修1，这套教材是在任务型语言教学理念的基础上编写的，它以话题为主线，贴近学生生活，贴近真实的教学行为，它的语言教学理念是强调语言的运用，促进学生自主学习，发展学习的策略，培养创新精神突出实践能力。

二、教学潜在对象的学情分析

高中生注意力具有一定的稳定性，观察具有一定的目的性、系统性和全面性，初步完成了从具体思维到抽象思维的过渡，喜欢富有个性的教学设计，已不满足老师教材的简单重复与重现，同时自我意识增强，不但在乎别人对自己的评价更渴望得到关注和赞赏。高一的新生应该有较强的表现欲望和求知的欲望，特别经过了中考总复习和新课改理念的熏陶和实践，已经具有一定的自主合作和探究的能力，具有了一定的英语语言知识和英语运用的能力，具备了用英语思考和表达的基本技能。基于教学对象以上特点的思考，设计本课时，将以朋友的身份走近他们，用基础的语言启发他们，对教材进行个性化的整合处理，消除他们的心理障碍，以轻松谈话开始，以愉快的交流展开合作，以快乐的约定来结束本课。

三、教学目标与教学重难点

1．能力目标

在本节课结束时，学生能够

简单介绍主人公安妮所生活的时代背景以及她的悲惨遭遇，能根据提示复述课文部分内简单描述人物由于环境变化而造成的思想感情的变化。在同学和教师的帮助下正确理解结构较为复杂的句子。初步掌握skimming 和scanning两种阅读技能，找出关键信息，并能在教师帮助下归纳阅读篇章中心。

2．

目标语言

1).掌握重点词汇和短语: Netherlands, German, outdoors, thunder, entirely, power, curtain, dusty, go through, set down, a series of, on purpose, in order to, at dusk, face to face, no longer 2) .难句：

I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.

I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound. 3. 文化目标

1).了解二战时期纳粹德国迫害犹太人的历史以及犹太人的悲惨命运。

通过阅读《安妮日记》体会作者在处于恶劣生活环境之下渴望友谊、朋友、大自然的心境，保持乐观的人生态度，更加珍惜和平和稳定带来的幸福生活。

2).基于以上对教材和学情的分析，将本节课的教学重点定为：进一步加深对友谊的理解，运用不同的阅读策略，完成相关的活动任务，而本堂课的难点则是如何挖掘教材，加强文化教育和阅读技巧、学习策略的培养。

四、教学过程设计与安排

Step ⅠPre-reading 1. 让学生观察阅读部分的标题和两幅插图，猜测阅读篇章的内容。

2. 引导学生观察阅读部分的编排，了解它由几个部分组成，这几个部分分别讲述什么内容。

通过师生间的问答互动切入本课的话题，引起学生的注意力，激发他们的兴趣，同时引发学生发散思维、解读课题。

Show some pictures and enable students learn the background of the story Background 通过背景知识的呈现，让学生把已知的纳粹迫害犹太人的历史背景融入英语课堂的学习，使学生在感受外国文化同时，能更加深刻的体会和理解安妮当时的心境和将日记视为朋友的原因。

Step2 Fast reading 1、Skimming 2、细读课文，抓住文中的关键信息和段落大意

3、带着问题看课文，即完成“理解”部分的练习1 培养学生略读和查读的能力。

本活动一方面旨在考查学生对文章的细节的理解，从而提高学生获取信息、处理信息以及利用信息分析问题的能力，同时也为接下来的理解作好铺垫。

Step 3 Careful reading 1．

让学生仔细阅读安妮日记。阅读前，教师要求学生在阅读过程中不使用字典或词汇表查文中新词汇的含义，应根据上下文先猜测词汇。，阅读下面的内容。遇到理解困难的部分，可划线做标记。读后完成右表（可以填关键词）。

2．

让学生思考安妮遥望夜空时的心情，想出最能抒发她的感受的词汇。通过小组讨论又能活跃课堂气氛，培养团队意识。

Difficulties 1．

学生四人小组交流自己在阅读时遇到的难以理解的词汇或句子，小组成员通过讨论各自阐述自己的见解。

2．

各组提出本小组成员解决不了的难句，鼓励其他小组给予帮助，或由教师引导解决。

3．

最后教师提出几个难句，与学生共同分析，并解释句子的含义以及用法。能提高部分层次高的学生的分析能力。

Summary and retelling 1．根据前面做过的两个表格信息，让学生自己口头对信息连成短文进行自我复述课文。 2．教师提供范例，请学生以填空的形式复述，然后朗读复述内容。

Homework．再次阅读课文，学生四人一小组，将教师列出阅读文中出现的重点词汇和短语（set down a series of...；go through；dare... etc）通过讨论、查资料等方式独立归纳出其意义和用法

教学设计

Unit 1 Friendship (1) 课题：Friendship (2) 课时安排：The first period: Speaking: Warming Up and Pre-Reading

(3)教学目标： ①知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion. ②过程与方法：在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友； 2. 结交网友；3. 观点交流；4. 善\不善交朋友; 5. 朋友的重要性。 情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。

(3) 教学重点和难点；直接引语和间接引语的互相转换 难点：1 Understand the real meaning of friends and friendship;

Discuss the answers to the questions (Reading);

2 How to teach the Ss to master the usage of Direct Speech and Indirect Speech(Statement and Questions). (3) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar in real situation (4) 教学煤体设计： A projector and a tape recorder. (5) 教学过程：详见以下分课时教学设计。

Period One：Speaking

（Warming Up and Pre-Reading）Talk about friends and friendship.

Step I Revision Ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. Then give some comments. T: Now, let's check up your homework for last class. I'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved. Step II Warming up T: / think most of us have some good friends. Do you know why people make friends with one another? Step III Talking(WB P41) First get the students to listen to what a Canadian say about making friends. Then ask them to discuss the two questions.

T: Now we're going to listen to what Leslie Clark, a Canadian has got to say about making friends. After listening, please talk about the two questions in groups of 4. Try to use the following expressions. 1 Do you agree with her? 2 What do you think of people from foreign countries? I think so,

I don't think so. Step IV Speaking(B P6) First, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. Second, try it out on their own group, checking the questionnaire throuand adding up their score and see how many points they can get. Ask them to fill in the form prepared before class. Show the instructions and decide what kind of friends their classmates are. Third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. Show the instructions and decide what kind of friends other classmates are. They can share your questionnaire with one or two other groups and try each other's questionnaires. At last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary. T: Friends come in many flavors. There are best friends, school friends, fair-weather friends, forever friends and many more. Do you want to know what kind of friends your classmates are? Now let's make a survey. First, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are. 1. Your friend borrowed 100 Yuan from you last week and hasn't returned it. You will A. ask him / her to pay back as soon as possible; or you'll end the friendship. B. ask him / her to pay back if he / she has. C. tell him / her not to return it. 2. Your friend said your bad words behind you. You will A. ask him / her to say sorry to you , or you'll stop your friendship. B. excuse him / her and forget it. C. ask others to tell him / her that he/she is wrong. 3. You promised to meet your friend at five o'clock but your parents ask you to do homework at home. You will A. tell him your parents ask you to do homework at home. B. tell him / her a lie that you are ill. C. say sorry to him / her and plan to meet him / her another time. 4. You borrowed a bike from your friend, but you had it stolen. You will A. buy a new one which is the same as his / hers.

B. just tell him / her you had it stolen. C. say sorry to him/her and buy him/her an old one StepV Homework 1.Ask the students to recite the text. 2.Write a short passage about how to make fridens. 课后反思：本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。

本节课分层教学，在阅读课文，理解课文的基础上进行课文知识点的细致处理。需要改进的地方：单词短语部分讲解过多，占了很多时间，可以将其改为课后练习的形式。在以后的教学中要注意改进。