高中英语必修一第一单元Friendship Anne’s Best Friend教学教案设计

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高中英语必修一第一单元Friendship Anne’s Best Friend教学教案设计
Lesson Plan

NSEFC Module1 Unit1 Warming Up, Pre-reading and Reading
  Anne’s Best Friend
Student: Grade One, Senior
Period: Period 1
Lesson type: Reading
Duration: 45 min
Teaching ideology
The current theory views reading as an interactive process. This process does not only involve the printed page but also the readers’ general knowledge of the world and of the language. During the process of reading, all these factors interact with each other and compensate for each other.
The analysis of teaching material
This reading material is from PEP NSEFC Unit1Friendship. The title of the reading passage is  “Anne’s Best Friend”. The topic of this unit is friend, friendship.  
The analysis of learning condition
Students are in Grade 1. They have already acquired a certain amount of words and expressions which lay the foundation for the understanding of the passage .Though they have learned English for several years, they are still in lack of the background knowledge of the text. What’s more, most students can not employ different kinds of reading skills to understand the text freely.
Learning Objectives
By the end of the lesson, Ss will be able to achieve the following objectives:
1. Language skills: To develop the students’ reading ability, learn to use some reading strategies such as guessing, skimming and so on;2. Language knowledge: To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;
3. Affects: To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;
Learning strategies
1)        communicative strategy: communicate with others in English politely and fluently not only in class but also after class.
2)        develop their resource strategy by searching the internet to learn more about the background of the story.
Language focuses
1)        Predicting, scanning and retelling
2)        The new words and expressions and the language points which are associated with them
Anticipated difficulties
1)        Employ different reading skills to understand the text accurately.
2)        Grasp the skill of retelling the text.
Teaching methods
Three-stage teaching model (pre-reading, while-reading and post-reading)
Communicative Method
Teaching aids
Multimedia devices and PPT documents
Teaching procedures
Stage1 Pre-reading (10 min)
Activity1: Leading-in (4 min)
Use the multimedia devices to play the English song ‘ Auld Lang Syne’. The students listen to the song and discuss the theme of the song. Activity2: Brainstorming (3 min)
Get the students to brainstorm the qualities that a good friend should have.
Activity3: Talking and sharing (3 min)
1. Does a friend always have to be a person? What else can be your friend?
2. What do you know about the World War II?
[Teaching notes] To arouse students’ interest by playing an English song related to the topic,and to activate the classroom atmosphere, which will get the students mentally prepared for the reading comprehension.
Stage 2:While-reading （28 min）
Activity 1: Scanning (5 min)
1. Who is Anne?
  Who/What was Anne’s best friend?
  When and where did the story happen?
2. fill in the form below.
The time of the story
  

The place of the story
  

The heroine of the story
  

Anne’s best friend
  

The length of time they hid away
  

The date of the diary
  


Activity 2: Skimming (5 min)
Skim the text and summarise the main idea of each paragraph in one sentence.
Para. One: Anne made her diary her best friend whom she could tell everything.


Para. Two: Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.


Para. Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.



Activity 3. Careful Reading: Answering the questions (10 min)
  1. Answer the following questions:
Why did Anne made her diary her best friend?
What is an ordinary diary like according to Anne? What about her diary?
Why was she so crazy about things to do with nature?
Why did she stay awake on purpose until very late one evening?
Why didn’t she dare open the window when the moon was too bright?
How do you understand the expressions “spellbound” and “held me entirely in their power”?
[Teaching notes] Train Ss’ reading ability of scanning for the detailed information of the passage; skimming for the main idea; and careful reading to get the further understanding of the text.
Activity4: Filling in the blanks (8 min)
Listen to the recording of the text and fill in the following forms: .
1. Comprehending exercises   
Time
Nature
Feeling

Before hiding
  
  

After hiding
  
  


2. Discuss what kind of feelings of Anne the following words from the letter imply.
   words
Anne’s feeling

nature
free, peaceful, relaxed

outdoors
free

crazy
anxious, eager, thirsty

didn’t dare
scared, frightened

thundering, entirely, power
helpless, depressed, lonely

[Teaching notes] The activity is carried out to help Ss strengthen what they have learnt during the lesson.
Stage 3 Post-reading (5 min)
Activity1: Retell the text according to the following hint. (6 min)
[Teaching notes] The activity is carried out to help Ss summarize what they have learnt during the lesson.
Activity2: Conclude the lesson by reading the following sayings (1min)


Homework (1min)
Surf the Internet to find more information about Anne and to read more about Anne’s diary.
Blackboard design
Unit1  Friendship
  Anne’s Best Friend


para.1 Anne made her diary her best friend               para.2: Anne’s diary acted as her true friend
         para.3: Anne grew so crazy about everything to do with nature.


Phrases.
1. laugh at                       
2. go through
3. make her diary her best friend      
4. hide away                    
5. set down   
6. a series of                  
7. in the hiding place
8. it’s because…that…
9. grow crazy about      
10.do with  
11.well remember     
On the right: Key language points         In the middle: Outline of the passage