1、.高中英語必修1第一單元Friendship閱讀課教學案例分析曾都一中英語教研組 胡小花一、學生分析教學對象為剛剛進入高中的一年級學生，其理解能力，積累的詞匯比初中階段有了進一步的發展，漸漸形成用英語獲取信息、處理信息、分析問題和解決問題的能力，因此在教學中特別注重提高學生用英語進行思維和表達的能力。課堂上做到以學生為主體，教師引導。學生已經完成了高中英語銜接教材的學習，在上銜接教材時我通過任務型課堂活動，使學生的學習自主性得到加強，不再認為英語的課堂學習很枯燥，主動參與到活動中去，成為課堂的主體，同時也加強了與他人交流合作的能力。本班是理科小班，綜合素質是本年級最高的。盡管如此，學生的英語水

2、平也是參差不齊，因此在教學過程中，布置的任務要兼顧各個層次的學生，充分考慮學生的個體差異，使他們每個人在本節課上都有所收獲。二、教材分析本節課教材涉及“熱身(Warming Up)”， “讀前(Pre-reading)” ，“閱讀(Reading)”， “理解(Comprehending)”等四個部分。“熱身(Warming Up)”部分設計了一份調查問卷，共五個問題，都是日常生活中經常發生的真實問題，每個問題后的三個選項都是解決這些問題的常用的方法，要求學生做過之后計算出自己的得分。該部分的目的是引導學生了解日常生活中朋友之間發生的真實問題以及解決這些問題的方法，從而激發他們的學習興趣，激活

3、其已有的背景知識，使其能運用自己已有的知識和經驗思考該單元的中心話題，以探索者的姿態投入該單元的學習，去獲取新的信息，掌握新的知識，并豐富自己的經驗，提高分析問題和解決問題的能力。“讀前(Pre-reading)”部分提出了三個問題：人為什么需要朋友？朋友必須是人嗎？其他東西會成為朋友嗎？這些問題不僅與單元主題有關，而且與下一部分的閱讀材料內容緊密聯系。因此，它們不僅可以啟發學生對“友誼”和“朋友”進行思考，使學生明確不僅人與人之間可以做朋友，日記也可以成為人們的朋友，而且也可以啟發學生預測課文的內容，展開簡短的討論，以便通過閱讀驗證自己的推測。討論時，要鼓勵學生獨立思考，闡述不同的看法。“閱

4、讀(Reading)”部分摘自安妮日記，標題是ANNES BEST FRIEND，講述了猶太女孩安妮把日記作為朋友，傾訴自己內心感受的一段故事：二戰中為躲避納粹的迫害，她和家人不得不藏身于荷蘭阿姆斯特丹的一個小閣樓里，不能與外界接觸，周圍又沒有可以推心置腹、與之深談的朋友。孤獨之中她將日記作為朋友傾訴衷腸，在寫日記的過程中尋求解決問題的方法。教材的設計目的，不僅僅是對學生進行閱讀理解的訓練，更重要的是通過閱讀幫助學生對“朋友”和“友誼”有進一步的理解。因此，教師應該讓學生了解納粹迫害猶太人的那段歷史，使學生在感受外國文化的同時自然而然地習得語言。只有了解當時的歷史背景，才能深刻理解安妮當時的心

5、境和為什么將日記視為自己的朋友。在此基礎上，教師可引導學生對該文章進行全面整體理解，也可以給學生設置情景，引發他們的思考。例如：“如果你是安妮，你會怎么做？”、“如果你三天不許出門，呆在一個幾平方米的小閣樓上，你會做什么？”，這樣可以使學生通過體驗學習，感悟語境，以達到強化學生語言意識，積累語言經驗的目的。“理解(Comprehending)”部分提供了四個練習。通過連句、問答題、填表格等的形式幫助學生對課文內容、細節進行更深入地理解。問題的設計由淺到深，由課內到結合自己的實際，使學生逐步加深對“朋友”和“友誼”的理解。這階段要盡量挖掘學生的學習潛能，注意給他們提供充分的思維時間和空間。讓學生

6、做學習的主人，學會自己解決問題。三、教學目標設計1. 語言知識目標重點單詞：addpointupsetignorecalmconcernloosecheatreasonlistsharefeelingNetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorssufferteenager重點短語：add upcalm downhave got tobe concerned about walk the doggo throughhide awayset downa series

7、ofon purposein order toin ones powerface to faceaccording toget along withfall in lovejoin in2. 語言能力目標：(1). 能運用所學語言講述朋友間發生的事情以及朋友間的友誼和友情。(2). 掌握理解本單元關于友誼、友情的內容和基本的閱讀技巧。(3). 學會用英語交流談論友誼、友情和朋友方面的話題，并學會對個人觀點、態度等的表達方法。3情感目標：通過學習討論本單元的內容，使學生加深對友誼、友情、朋友的理解，學會如何正確交友處友，正確對待友誼友情，恰當處理朋友間發生的問題等。四、教學策略設計 以任務型教學

8、為主體，按照由淺入深，由整體到局部設計四個任務，讓學生在弄懂文章結構的同時，理解文章意思以及背后的更深層次的寓意，受到心靈的洗禮碰撞。五、教學過程設計Step. Lead-in （5 min）Enjoy the song Thats What Friends Are For with the students. Ask the students to find out what it is about.設計說明：通過本環節讓學生開始思考課文主題“友誼”。Step 2. Pre-reading （8 min）Ask the students the following questions so

9、as to begin to focus students attention on the main topic of the reading passage.1. Why do you need friends? Make a list of reasons why friends are important to you.2. What do you think a good friend should be like? List the good qualities a good friend should have.3. Does a friend always have to be

10、 a person? What else can be your friend?4. Have you ever considered making friends with animals, plants or even an object? Why or why not?(The teacher can also tell students some background before starting to read. This is a true story. It took place in Amsterdam, Holland in the early 1940s after Ge

11、rman Nazis had occupied most of Europe. They killed many Jews. To avoid being killed, some Jewish families went into hiding, often with the help of non-Jewish friends. This is what Annes family did. )設計說明：通過本環節縮小話題范圍，將學生的思維引向課文。Step 3. Reading Tasks （17 min）Task 1. Get the students to try to guess w

12、hat Annes friend was and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it.Task 2. Get the students to skim the first two paragraphs to confirm their guessing.Task 3. Have the class to read the passage silently and then ask them

13、 to answer the following questions.1) What was Annes best friend? Why did she make friends with it?2) Did she have any other true friends then? Why?3) What is the difference between Annes diary and those of most people?4) Do you keep a diary? What do you think most people set down in their diaries?5

14、) We are going to read one of Annes diaries, but before reading, can you tell me what the diary is about with the help of one key sentence in the second paragraph?Task 4. Reading Annes diary1) While reading, guess the meanings of “spellbound”, “hold me entirely in their power” from the discourse.2)

15、After reading, ask the students how Anne felt in the hiding place and get them to give the two examples to show her feelings then.3) Choose the best answer according to the diary.(1)Anne made friends with her diary because_.A. she didnt like her other friendsB. she was a shy girlC. she trusted nobod

16、yD. she didnt have a chance to communicate with her friends(2)From the diary we can infer that_.A. Anne was a girl who loves natureB. Anne was good at writing diariesC. Anne was longing for a normal life and she especially missed going outside and enjoying natureD. Anne had good observation in her d

17、aily life(3)Why did Anne and her family have to hide?A. Because they were not Germans.B. Because they were asked to do so.C. Because they did something bad.D. Because they were Jewish.(4)What is the authors attitude towards Anne in this passage?A. Angry. B. Happy. C. Sorry. D. Disappointed.(5)What i

18、s Annes tone from her diary?A. Sad. B. Hopeful. C. Disappointed D. Angry.(6)What made Anne crazy about nature?A. Her interest in nature.B. She had no friends.C. She couldnt get outdoors for a long time.D. She could do nothing but watch nature.Suggested answers:(1)D(2)C(3)D(4)C(5)A(6)C4)Ask the stude

19、nts to read the diary again and try to retell it. The retelling must include the information required below:Sample retelling:The diary by Anne, a Jewish girl, gave a glimpse of her life during her familys shelter in Amsterdam from the German Nazis killing in the Second World War. She treated the dia

20、ry as her best friend, and in it she revealed her longing for a normal life and close contact with nature, which helped her get through the days. 設計說明：通過本環節四個閱讀任務讓學生從不同角度理解課文。Step 4 Post-reading （12 min）1. Get the students to do the exercises in the part Comprehending.This part helps students furthe

21、r understand the text by doing multiple choices, questions and answers, and matching.2. Group workThink about and work in groups to discuss the following questions.1) What would you do if your family were going to be killed just because they did something the Emperor did not like?2) Where would you

22、plan to hide?3) How would you arrange to get food given to you every day?4) What would you do to pass the time?設計說明：通過本環節討論讓學生操練運用友誼相關詞匯，并形成對友誼的共識。Step 5 Consolidation （8 min）1. Books shut. Get the students to tell something about Anne.2. Books open. Get the students to discover useful words and exp

23、ressions from the part Reading to complete the following sentences.Show the exercises on the screen or give out exercise papers.1) She has grown_ about computer games.2) Was it an accident or did David do it on_?3) From the beginning, Paul made it clear that he would be_(完全地) in control.4) He used t

24、o work_ even in the middle of winter.5) _ get her boyfriend to find her, she_ for many years.6) _ what he said, we can draw a conclusion that he just told_ white lies.7) Born in a poor family, the president_ lots of hardships in his childhood.8) A diary is often kept to_ what happens in peoples daily lives.9) When they met with each other on a quiet evening at the end of the street, they said nothing _.First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necess