人教必修一Unit1教学设计文档

1、人教版必修一 Unit 1 FriendshipAnnes Best Friend教学设计山西省临汾市乡宁县第三中学 王保师根据课程改革的要求，实现以学生的全面发展为本的教学观，培养学生综合运用英语语言的能力，强调课程从学生的学习兴趣和认知水平出发，倡导学生体验参与、合作与交流的学习方式和“任务型”的教学模式，由学生共同努力来实现教学目标。通过引导学生利用所学语言来完成任务，促进学生运用所学外语获取信息，处理信息，使用信息与人交流，让学生去发现问题、解决问题，提高合作意识，培养合作精神，从而实现学生的主体地位，发展学生的综合语言运用能力。本单元阅读课文标题是“Annes best friend

2、”，要求学生通过教学活动理解文章，学习掌握语言知识，形成正确的友谊观。 我校生源薄弱，种种因素导致学生英语学习落伍，缺乏必要的前知识基础，而且学习中存在不少困难障碍，这些都制约着英语教学。因此老师在学生课前预习、自主学习、小组讨论、成果展示等活动中应该给予一定的关心、指导和帮助，使学生通过努力能到目标，学有所获，从而获得成就感，这样学生表达的欲望就容易实现，课堂教学活动的效果也就会得更加理想。教材分析本单元中心话题是friendship，学生可以获得与友谊相关的信息，形成正确的友谊观。通过阅读Annes best friend，知道生活在二战时期的安妮在如此恶劣环境中渴望朋友、渴望友谊、渴望自

3、由，进一步了解友谊的丰富内涵。这节课应以阅读为中心，围绕阅读教学训练学生的阅读方法，使他们形成阅读技能、技巧。学习归纳主题，培养创新思维。学情分析我校生源薄弱，大部分学生英语基础相对较差，但他们积极上进、学习热情高、求学欲望强，具有合作互助精神。因此他们是可以教育培养的，经过努力，能够得到改进和提高的。学生对友谊的话题、内容感兴趣，思维活跃。但是学生的英语基础薄弱不足、学习上困难障碍多。需要在耐心帮教和监控督促下才能完成任务；学生的逻辑思维能力欠强，需要及时引导学生进行归纳、总结。教学目标1. 知识目标： 学习掌握下列短语，并能结合语境运用 go through set down a seri

4、es of on purpose in order to face to face dusk 通过语篇阅读，了解基本内容，把握重点信息，回答课前和课后问题，并能主动地提出自己的疑问，利用学习资源解决问题。 2能力目标(1). Enable the students to get more information about friends and friend-ship.(2). Enable the students improve the ability to get the main idea （3）Enable the students to read till they can re

5、cite some key sentences.(4). Enable the students to learn, grasp and use some useful words and expressions, sentence structure.能够根据阅读材料，分析课文,讨论归纳课文主题思想；能够在教师的指导下，学习欣赏课文语言美。分析长难句，降低理解难度。3. 情感目标通过学习课文，让学生知道二战历史和犹太人的遭遇、恶劣环境中的Anne对朋友、友谊，自由合成自然的向往。了解二战历史和安妮的生活环境以及在恶劣环境中对朋友友谊自由的向往和对大自然的热爱。结合自己的实际情况，描述朋友友谊

6、，提高创造性思维能力。教学重点和难点教学重点Have a good understanding of the text through the spoken and written exercises. Use different reading skills to help find required information, especially reading and understanding beyond lines.教学难点Know the meanings between lines and beyond lines.Learn different reading skills

7、for different reading purposes.课堂活动流程Step 1. Pre-reading1.Free talk.2.Collect some proverbs about friends and friendship to study in class.3.Get the students to look at the title and the pictures in the Students book and make prediction.4.Ask Some questions for the students to answer.Step 2.While re

8、adingA. Skimminga).This text is mainly about Annes best friend. Ask the Ss to read the text quickly and find the answers for the following questions:What(Who)do you think was Annes best friend? (Kitty, her diary)Why did she make friends with a diary? What was her life surrounding?b). Ask for the ans

9、wers from individuals or different groups and check them in pairs or groups. c). Pick out some individuals or groups to demonstrate/present in class. Help to find the answers in the text.(get students help students if necessary) B. Scanninga) Ask the students to read the passage carefully.b) Ask the

10、 students to answer some more questions.(Show some questions on the blackboard /screen.) comprehending: Ex. 2: answer the questions on P 3 (UNIT 1, SB 1)Step 3. Post-readingSUMMARY：Now please look at following and fill in the blanks to help understand:. Anne was a little girl who lived in the Nether

11、lands with her family. Because they were Jews, they had to_ everywhere,_ they would be caught by the German Nazis._ that time she had to consider the diary to_ her only friend, because she thought the diary was a friend _ she could tell everything to, like her deepest_ and thoughts. And she neednt b

12、e afraid that it would_ her, or just couldnt understand what she was_In one of her diaries, she described how she felt _ being in the hiding place for over two years: I havent been able to be _ for so long that Ive grown so _ about everything to_ nature, the sky, the song of the birds, the flowers,

13、even the wind and the rainStep 4. DiscussionDiscussions in groups (studying groups of 6) Imagine you have to go hiding like her and her family. What would you miss most? Give your reasons.设计说明：受本校学情和生源实际限制，学生需要在教师引导、组织下，各组基础较好、善于表达的学生带动本组成员，以生生互助、师生互动形式集体完成。该项任务贴近实际生活，使学生体验语言、实践语言。在讨论中感受安妮对自由生活的向往，对

14、大自然的热爱，对友情的渴望，通过反思自身的生活状态，懂得珍惜生命和生活中的点点滴滴，保持乐观向上的生活态度。基本能够运用已有的知识或新学习的知识简单进行描述。运作程序：1. 在各课改小组（ABC 三类型：3人）中合作完成这项任务，组长牵头，先口头讨论，人人发言，集思广益，形成结论，再将他们的成果以文字的形式展示。2. 作品展示：任务完成后，让1-2组在多媒体展台当堂进行作品展示。点评欣赏。其余各组将讨论结果张贴在教室后的学习栏目中，供大家分享。Step 5. Schoolwork: Put your ideas together and make a passage about your di

15、scussion教学过程教学环节教师活动预设学生行为设计意图1.Pre-reading2.While-readingA. SkimmingB. Scanning3.Post-reading4. Discussion5. Schoolwork1. Learn someproverbs to arouse interest； Look at the title and pictures to predict the text. 2. Divide the passage into four parts and then give the main idea of each part.3.Answe

16、r some questions4.Give students some suggestions1学生表现出很大的兴趣，积极地参与。2降低难度，扩大参与度。让大部分学生通过努力完成。3.练习形式力求新颖，使学生容易进入并踊跃完成。讨论激烈，组内合作，相互帮助。33. 部分学生（学困生）存在一定的问题，需要帮助（由学生或老师提供所需帮助）。4学生基本上都能完成。1让学生了解这节课的主要内容，从兴趣出发，积极准备。2培养学生的自主学习能力和展示能力3培养阅读技巧，学习总结概括文章主题和段落主题。进一步强化学生的skimmimg(略读)和(scanning)查读能力。4培养学生学习的积极性和主动性，

17、落实巩固课堂内容。形成自己动手自我探究解决问题的能力和良好的学习习惯。板书设计 Unit 1 Friendship Reading： Annes Best Friend1. Difficult sentencesI wonder if it is because I havent been able to be outdoors for so long that I have grown so crazy about everything to do with nature. 2. Language focus:1).句子整合： Do you want a friend? You can te

18、ll everything to the friend. Do you want a friend whom you can tell everything to? 重点词汇： go through set down a series of on purpose in order to face to face dusk 重要句型： It is the first time that It is/was+被强调部分+ Make/call（name）+ sb./ sth.+名词 把当作,/叫作说明：教学过程中不能仅靠多媒体展示，也不能只说不写。应该有必要的板书。板书能够从视觉上加深学生对课堂知识的掌握，同时也有利于课后回顾。清晰明了的板书，对基础好的学生来说，是对知识的一种梳理；对基础相对弱的学生来讲，是一种直观的知识上的掌握。教学反思新课标注重学生的情感因素，着力培养学生的学习兴趣；新课改注重激发学生的学习动机兴趣的培养。教学过程中不仅培养交际能力，而且渗透品德教育。做到工具性和人文性相统一。