1、Unit 1 Friendship1、 教學對象分析本堂課的教學對象是高一新生，他們正處于由初中向高中過渡的適應期，從一個熟悉的環境來到一個全新的校園，因此他們內心渴望被接受和認可，渴望被了解和認識，但同時又有羞澀和靦腆的一面，而本單元關于友誼的話題，貼近他們的實際生活需要，對他們有很強的吸引力和認同感。但是他們在交友的標準及尺度把握上意識比較模糊，所以需要老師和家長的指導和幫助。經過初中三年的英語學習，他們已經掌握了一定的語言知識和學習技能， 但是因為新接觸高中課文，在對如何加強外語語言文化的感知方面會有一定的困難，也需要老師的指導和點撥。2、 教材內容分析本單元是人教版模塊一的第一單元，以

2、friend 和friendship 為話題，使學生通過討論什么是好朋友，什么是真正的友誼，如何交友等問題，樹立正確的交友觀。而本單元的 reading部分節選自安妮日記，講述的是在二戰時期，猶太人Anne在孤獨中只能以日記為友，伴其度過兩年的逃亡生活。語言地道，文字優美，對事物和人物的描寫生動，使學生 在了解主人公內心世界的同時，深切體會到英語語言文字的優美。 三、 教學目標At the end of the lesson, students will be able to(1) pay more attention to the beautiful words and sentences

3、in the reading and read them aloud with their own feelings;(2) develop their critical thinking;(3) strengthen their judgment about good friends and bad friends.四、 教學過程Step1 Greetings (1 minute)教師展示幾張新校園的圖片，并以主人的姿態歡迎新同學的加入。T: At first, I would like to share several pictures with you. Could you tell m

4、ewhere it is?Ss: Our school.T: Right. All the pictures are about our school, your new school. So welcome to our school. I know you are new in this school. Some of you may feel lonely because you are far away from your old friends. It doesn' t matter. Today I prepare a game foryou to make new fri

5、ends.設計意圖教師以圖片和主人翁的姿態輕松自然的歡迎學生的到來，從而使學生能以更放松的心態融入到課堂中。Step 2 Warming-up and lead-in (10 minutes)1. Warming-up(1)學生在老師的指導下以“擊鼓傳花”的游戲方式進行自我介紹。T: Can you guess the game s name according to the picture? Yes,“擊鼓傳花"in Chinese; that is, one is drumming while the others pass round the blossom. Whenthe

6、drum stops, whoever has the flower must do something. The procedures are as follows: Students who get the flower should stand up; Make a brief introduction in English; After that, stand still and clo se your eyes to say "stop " for the next round. (2)教師對自己進行一個自我介紹，以此作為模版給學生參照。T: Ss who get

7、 the flower should introduce yourselves like this: Hello, boys and girls.I ' m Linda. I like reading , traveling and music. I ' m an easy -going girl. I hope everyone would like me.設計意圖用學生很熟悉的擊鼓傳花進行自我介紹的游戲方式作為熱身不僅可以很快的引起學生注意，而且在游戲的同時不知不覺的已經進入了本節課的話題。此外這種形式也很 好的打消了他們因為彼此互不相識而造成交流上的心理隔閡，為后面的小組

8、活動奠定基礎。2. Lead-in教師通過做游戲交朋友的環節自然過渡到讓學生談論為什么人類需要朋友的問題上來，讓多個學生分享自己的觀點， 激發其他學生從不同角度對該問題的思考，并最終對該問題做出總結。T: During the play time, I found some of you were nervous and excited. We playedthe game to make new friends; that is to say, all of us need friends. So, why do we need friends?T: Just now, different

9、people express their different opinions. From what you said, I made a conclusion about the question:We need friends to tell sad things in our hearts.We need friends to share happiness and secret.We need friends to share our joys and tears.We need friends to support and help us.We need friends to com

10、municate with others.We need friends to learn from each other.We need friends to exchange our points of view.We need friends to talk to and listen to us.We need friends to understand us.設計意圖以學生自由回答的形式展現問題的答案是促進學生思想碰撞的很好方式，不同學生表述的觀點可以激發其余學生多角度的看待該問題。3. Brainstorming(1)教師在學生討論完為什么需要朋友的問題后，繼續引導學生集體回答什么

11、可以是我們的朋友，對話題進一步深入的探討。T: Generally speaking, when we talk about friends, it often means a person. But doyou think it must be a person? Then what can be our friends? Give us some examples.學生回答完問題后，教師在課件上展現圖片，讓學生更直觀的感受到朋友種類的多樣性。(animals, computers, tree holes, )(2)通過上面的思想碰撞，學生對于朋友的種類有了更廣的認識，下面通過更深入的問題，

12、了解個體學生對選擇朋友的初步想法。T: If you have got a chance to make a non-human friend, what do you choose? Why?設計意圖這個環節中一共設置了兩個問題，從全班共同作答到個體回答從形式和內容上采用逐層深入的形式讓學生進行回答，符合認知規律中從淺到深，由易到難的規律。Step 3 Reading (13 minutes)3 / 71. 教師給學生提供歷史背景，讓學生充分了解主人公當時所處的環境，理解主人公選擇日記作為好朋友的原因和心態。同時課件展示不同版本的“安妮日記”的封面， 給學生更直觀 的視覺沖擊。T: Anne

13、 was a German-Jewish teenager. During the World Warn ,Hitler wanted to killall 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,

14、 her best friend still exists.2. 教師設計了幾個與課文相關的問題，檢驗學生通過預習對文章的了解程度。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

15、best friend?She thought her diary could keep her secrets. 設計意圖 歷史背景知識的豐富有助于學生對主人公在日記中所表達的情感的理解， 而通過回答問題教師也可以檢查學生的預習工作是否到位， 這兩者都對后面的文學鑒賞有較好 的鋪墊和促進作用。3. 教師引導學生找出給自己留下深刻印象的好詞好句， 并以自己的情感朗誦出來，這是本節課的創新環節。通過帶有情感的朗讀， 學會欣賞，激發興趣。培養學生從賞析的角度提高閱讀技能，并讓高一學生對文字鑒賞有一個初步的體驗。T: While reading the diary, there are some w

16、ords 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 reason, and at last read them out with your own feelings. Here are the words that can help you describe your feelings:relaxed, nerv

17、ous, glad, angry, sad, worried, upset, wonderful, scared, hopeful, disappointedT: In order to develop your ability of appreciation, I prepare another articleforyou which is more difficult.A good friend is better than a fortune,for a fortune cannot purchase thoseelements of character, which make frie

18、ndshipa blessing.The best friend is onewho is wiser and better than ourselves, for we are inspired by his wisdom and virtue to nobler deeds. Greater wisdom and goodness than we possess lifts us higher mentally and morally.“A man is known by the friends he keeps. ” it is always true. Friendship of a

19、high order is powerful to develop character. Character makes character in the associations of life faster than anything else. This fact makes the choice of friends in early life more important even than that of teachers and guardians.Friendshipis education, good or bad; it develops manhood or womanh

20、ood, highor low; it liftsthe soul upward or drags it downward. There is no half way workabout its influence. Nothing in the world is surer than this. Sow virtue, and the harvest will be virtue. Sow vice, and the harvest will be vice. Good friends help us to sow virtue; evil friends help us to sow vi

21、ce. 設計意圖 “安妮日記”是一篇文字相當優美的文章， 如果只是簡單的關注語言點或句式結構未免太可惜。 應該讓學生從對作者的了解到理解和感悟語言文字的美， 從以往俗套的只關注語言點和知識點的層面帶領學生更多關注文本框架和感悟語言美的層面， 讓高一學生對文學鑒賞有個粗淺的認識和了解。Step 4 Consolidation ( 20 minutes )通過以下兩個小組活動進一步對本節課 “朋友” 的話題進行升華， 引導學生有一個正確的交友觀。T: A person can have many friends, but not all friends are good friends. We s

22、hould know how to judge whether our friend is a good one or a bad one, so that we could make good use of friendship.活動一： Pair work (5 minutes)學生對該問題發表完自己的看法后，教師用文字和圖片結合的方式幫助學生得出結論。Ss talk about the question with their partners: Is the computer our good friend or a bad one? Then teacher helps Ss to m

23、ake a conclusion about how to separate good friends from bad friends ：Everything is a double-edged sword.活動二： Group work (15 minutes)T: You should discuss the question with your team members: What kind of friends are our true friends? After that, each group chooses one person to do the report like this:Somemembers in my group think the friends who are true friends. Others