人教版高中英语必修一unit1friendshipreadingword教学设计

人教版高中英语必修一unit1friendshipreadingword教学设计内容摘要：

st be a person? Then what can be our friends? Give us some examples. 学生回答完问题后，教师在课件上展现图片，让学生更直观的感受到朋友种类的多样性。 (animals, puters, tree holes,„ ) (2) 通过上面的思想碰撞，学生对于朋友的种类有了更广的认识，下面通过更深入的问题，了解个体学生对选择朋友的初步想法。 T: If you have got a chance to make a nonhuman friend, what do you choose? Why? [设计意图 ]这个环节中一共设置了两个问题，从全班共同作答到个体回答从形式和内容上采用逐层深入的形式让学生进行回答，符合认知规律中从浅到深，由易到难的规律。 Step 3 Reading (13 minutes) 1. 教师给学生提供历史背景，让学生充分了解主人公当时所处的环境，理解主人公选择日记作为好朋友的原因 和心态。 同时 课件展示不同版本的“安妮日记”的封面，给学生更直观的视觉冲击。 T: Anne was a GermanJewish teenager. During the World WarⅡ ,Hitler wanted to kill all 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, her best friend still exists. 2. 教师设计了几个与课文相关的问题，检验学生通过预习对文章的了解程度。 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 best friend? She thought her diary could keep her secrets. [设计意图 ]历史背景知识的丰富有助于学生对主人公在日记中所表达的情感的理解，而通过 回答问题教师也可以检查学生的预习工作是否到位，这两者都对后面的文学鉴赏有较好的铺垫和促进作用。 3. 教师引导学生找出给自己留下深刻印象的好词好句，并以自己的情感朗诵出来，这是本节课的创新环节。 通过带有情感的朗读，学会欣赏，激发兴趣。 培养学生从赏析的角度提高阅读技能，并让高一学生对文字鉴赏有一个初步的体验。 T: While reading the diary, there are some words 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 reaso。