人教版高中英語必修1_Unit_1_reading說課稿

1、Unit 1 Friendship -Reading一、教材分析1、這節(jié)課使用的教材是新課程標準實驗教材高中英語必修1，這套教材是在任務(wù)型語言教學理念的基礎(chǔ)上編寫的，它以話題為主線，貼近學生生活，貼近真實的教學行為，它的語言教學理念是強調(diào)語言的運用，促進學生自主學習，發(fā)展學習的策略，培養(yǎng)創(chuàng)新精神突出實踐能力。2、本節(jié)課是第一元的第二課時，中心話題是友誼。閱讀（Reading）部分摘自安妮日記，講述了猶太女孩安妮把日記作為朋友，傾訴自己內(nèi)心感受的一段故事：二戰(zhàn)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，不能于外界接觸，周圍又沒有可以推心置腹，與之深談的朋友。孤獨之中她將

2、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二、教學潛在對象的學情分析高中生注意力具有一定的穩(wěn)定性，觀察具有一定的目的性、系統(tǒng)性和全面性，初步完成了從具體思維到抽象思維的過渡，喜歡富有個性的教學設(shè)計，已不滿足老師教材的簡單重復(fù)與重現(xiàn)，同時自我意識增強，不但在乎別人對自己的評價更渴望得到關(guān)注和贊賞。高一的新生應(yīng)該有較強的表現(xiàn)欲望和求知的欲望，特別經(jīng)過了中考總復(fù)習和新課改理念的熏陶和實踐，已經(jīng)具有一定的自主合作和探究的能力，具有了一定的英語語言知識和英語運用的能力，具備了用英語思考和表達的基本技能?；诮虒W對象以上特點的思考，設(shè)計本課時，將以朋友的身份走近他們，用基礎(chǔ)的語言啟發(fā)他們，對

3、教材進行個性化的整合處理，消除他們的心理障礙，以輕松談話開始，以愉快的交流展開合作，以快樂的約定來結(jié)束本課。三、教學目標與教學重難點根據(jù)新課程標準總目標的描述，結(jié)合高一學生實際和本課時的教學內(nèi)容，按照知識與技能，情感與態(tài)度，過程與方法，將本節(jié)課的教學目標確定如下：知識與技能：1.掌握重點詞匯和短語feeling, German, series, outdoors, crazy, nature, purpose, dare, entirely, power, trust, indoors, suffer, teenager, habit, situation, advise, editor, c

4、ommunicate go through, set down, a series of, be crazy about, on purpose, in order to, face to face, according to, get along with, fall in love, join in, advise sb. on 重點句子I stayed awake on purpose until half past eleven one evening in order to have a good look at the moon for once by myself,I wonde

5、r if its because I havent been able to be outdoors for so ling that Ive grown so crazy about everything to do with nature.2. 通過skimming， careful reading ，generalization ，inference 等閱讀技能訓(xùn)練，提高閱讀能力和閱讀技能，培養(yǎng)學生獲取信息、處理信息、運用信息進行推理、判斷的能力。運用本課所學內(nèi)容完成本文內(nèi)容的改寫。情感與態(tài)度：1. 通過閱讀，幫助學生對“朋友”和“友誼”有進一步的理解2了解納粹迫害猶太人的歷史背景，使學

6、生在感受外國文化的同時習得語言，更深刻的理解安妮當時的心情和為什么將日記視為自己的朋友。3. 培養(yǎng)學生的合作意識和團隊意識過程與方法：通過question-answering, discussion, group work and pair work的形式，實現(xiàn)task-based teaching，促使學生在一定程度上形成自主學習，合作學習的學習策略，并能有效交際，有效處理信息，養(yǎng)成英語思維的習慣。運用Scanning ,skimming and Detail reading的閱讀技巧，提高閱讀能力和信息處理能力?；谝陨蠈滩暮蛯W情的分析，將本節(jié)課的教學重點定為：進一步加深對友誼的理解，運

7、用不同的閱讀策略，完成相關(guān)的活動任務(wù)，而本堂課的難點則是如何挖掘教材，加強文化教育和閱讀技巧、學習策略的培養(yǎng)。四、教學過程設(shè)計與安排Step lead- in a.       Does a friend always have to be a person? Tell us about your unusual friends.b.      Do you often regard diary as your friend? Why or why not?c.  

8、     Look at the pictures and the heading and guess what the text might be about.通過師生間的問答互動切入本課的話題，引起學生的注意力，激發(fā)他們的興趣，同時引發(fā)學生發(fā)散思維、解讀課題。Step BackgroundPlay a piece of video and enable students learn the background of the storyBackground This is a true story. It took place in Amsterda

9、m, Holland in the early 1940s after the German Nazis had occupied most of Europe. The Nazi Party ruled Germany from 1933 to 1945. One of their key policies was to kill all the Jews in Europe. If any persons known to be Jews were found, they would be sent to concentration camps farther east, mostly i

10、n Poland. Families were separated and transported in trains. For many days, they went without food, water, sanitation or fresh air. To avoid this terrible fate, some Jewish families went into hiding, often with the help of non-Jewish friends This diary was written during the time when Anne and her f

11、amily moved to escape from being killed by Nazis.通過背景知識的呈現(xiàn)，讓學生把已知的納粹迫害猶太人的歷史背景融入英語課堂的學習，使學生在感受外國文化同時，能更加深刻的體會和理解安妮當時的心境和將日記視為朋友的原因。Step ScanningTry to collect the surface information of the story by filling in the following tableThe time of the story The place of the story The heroine of the story A

12、nnes best friend The length of time they hid away The date of the diary Reading method WhenwhereWhowhatWhyhow讓學生通過Scanning找出文章的基本信息，對時間，地點，人物，事件等有個初步的認識，培養(yǎng)學生略讀和查讀的能力。Step Detail ReadingIn this part, let the students read the text for a second time and firstly do the exercise on the page 3 Ex1 and Ex

13、 2. After that try to find the detail information about the story by discussing and answering the following questions 1. What is a true friend like in Annes opinion?2. What is an ordinary diary like according to Anne? What about her diary?3. Why was she so crazy about things to do with nature?4. Why

14、 did she stay awake on purpose until very late one evening? 本活動一方面旨在考查學生對文章的細節(jié)的理解，從而提高學生獲取信息、處理信息以及利用信息分析問題的能力，同時也為接下來的理解作好鋪墊。Step Guessing in groupsRead the dairy again and pay special attention to the boldfaced words. Then discuss in groups the inside meanings of them. Then think of some other wor

15、ds or expressions to describe Annes feelings and thoughts. What do the boldfaced parts imply?Words/phrasesWhat is implied :nature outdoors crazy didnt dare thundering entirely power 通過語境加深對文中關(guān)鍵詞的理解，為下一節(jié)的language points做好鋪墊，同時通過對關(guān)鍵詞的理解進一步體會安妮的心境和文章的主題。通過小組討論又能活躍課堂氣氛，培養(yǎng)團隊意識。Step Debate Discuss some in

16、teresting and important questions in groups in order to have a good understanding about the text1 How would you describe Annes feelings when she was looking out into the night sky?2 .What would you miss most if you went into hiding like Anne ?Explain why?通過debate考察學生對文章的全面整體的理解，活躍課堂氣氛，同時也能讓深入思考的學生有充

17、分表現(xiàn)的機會，享受成就感，未知的學生也可以從中獲取信息和感想。通過假設(shè)情境引發(fā)思考，讓學生能通過體驗學習，感悟語境，實踐語言，以達到強化學生語言意識，積累語言經(jīng)驗的目的。Step Retell 鞏固練習，采用短文挖空的形式，讓學生動筆書寫。一方面培養(yǎng)學生概括能力，另一方面有助于學生筆頭掌握本文的重點單詞和短語，從而提高學生綜合運用知識的能力。Homework1Prepare for the reading task on Page 44 and think about what different ways of showing friendship are in Hawaii 進一步加深對friendship和friend的理解，提高閱讀技巧和閱讀能力2Suppose