人教新課標必修1 Unit one Friendship閱讀教學設計

閆建明

1.Teaching Objectives：

1） To develop the students reading ability： Learn to use some reading strategies such as making predictions， skimming， scanning and so on；

2） Get a better understanding of the function of an English diary.

3）To have a better understanding of some useful words and expressions in this passage；

2. Teaching method： Task-based teaching

3. Teaching procedures：

Step One： Greetings and lead- in

Hello guys！ Are you happy these days？ I am very happy because I have made friends with many new students！ Yesterday we talked about friendship，good qualities of a good friend and the importance of friends in our life. So treat others the way you want to be treated and then you will enjoy your life.

At the end of the lesson， we watched a movie chip about World War II， getting a rough picture about why the German Nazis killed many Jews.

設計意圖：上節(jié)課，也是本單元的第一課時，我和學生談論了高一新生比較感興趣的話題——友誼。在這節(jié)課的后半部分觀看了電影《辛德勒的名單》片段，目的是為本節(jié)閱讀課做背景鋪墊，教師簡單的回顧使學生快速進入狀態(tài)。

Step Two： Reading

I： Pre-reading

Task1. Work in pairs .Talk about the following questions with your partner：

Q1： Does a friend always have to be a person？

Q2： What else can be your friend？

設計意圖：擴大學生大腦中 “friend”意義的外延，從而能使學生快速進入文本，與作者產(chǎn)生共鳴。

II： While reading

Task A Fast Reading

Task 1：Try to guess what Annes best friend is and how many different parts are there in the passage by looking at the pictures in this passage without reading it.

設計意圖：培養(yǎng)學生善于利用標題、圖片、以及篇章布局和字體預測文本內(nèi)容。

Task 2： Read the whole passage to confirm your guessing and also find the differences between the two parts

設計意圖：1）讓學生帶著任務目的閱讀、能很自然培養(yǎng)學生跳讀的能力和用英語思維的能力。

2）能使學生快速把握文章整體結(jié)構(gòu)，為進一步閱讀做好鋪墊。

Task B Careful Reading

Task 1： Read the second part- Annes diary and finish the task

1. What is recorded in the diary？

2. Fill in the form

time nature feelings

Before hiding

After hiding

3.Depending on what is recorded， could you analyze the function of a diary？

設計意圖： 培養(yǎng)學生scanning 閱讀技能和學會用關(guān)鍵詞做筆記的能力，并能更好地把握文章整體信息和文字背后的信息。

Task C Further and Deep Reading

Task 1： Answer the following questions

1. Why did Anne make her diary her best friend？

設計意圖：瞻前顧后是一種好的閱讀習慣，它能幫助我們完整文章的信息點，并且此問題有助于培養(yǎng)學生英語邏輯思維能力—把握上下文因果邏輯關(guān)系。

2. Read the first five lines of the second paragraph of the first part. Use some adjectives to describe Annes feelings

設計意圖：體會Anne 的處境與心情是準確理解全文的基礎。真正的閱讀能力是能讀出文本所隱含的信息，體會作者的言外之意。

3. What was an ordinary diary like according to Anne？ What about her diary？

設計意圖：培養(yǎng)學生推理判斷與概括的能力。

4. Why didnt Anne dare open the window as the moon gave too much light.（上下文綜合概括信息的能力）

Task 2： Language competence improvement by reading

Read the passage again and find the words in the passage to replace the underlined words or phrases in the following sentences with the vocabulary in the passage.

1. In Annes diary， she wrote down her feelings and thoughts.

2. Because of bad weather， several accidents happened one after another

3.The naughty boy did not break the window by accident

4. The windows of the room where Anne lived were covered with a layer of dust. 設計意圖：通過閱讀提升語言能力和培養(yǎng)學生用英語思維的能力。

Task D Post reading：

Lets imagine if Anne regained freedom after the war， What did she feel and do？ Please write a short diary in the name of Anne， describing nature in her eyes and her deep feelings

Step Three： Homework： Read Annes another Diary and write down your feelings.