【正文】 并以主人的姿態(tài)歡迎新同學(xué)的加入。 Step 3 Reading (13 minutes) 1. 教師給學(xué)生提供歷史背景，讓學(xué)生充分了解主人公當(dāng)時所處的環(huán)境，理解主人公選擇日記作為好朋友的原因 和心態(tài)。 Step 5 Homework (1 minute) 1. Write a position on the topic: What kind of friends are true friends?”. 2. Read the two passages— “Anne’s best friend” and “Choice of friends” again to further appreciate the words and sentences you like. [設(shè)計(jì)意圖 ]家庭作業(yè)是課堂的延伸，將前面討論的話題變成書面作業(yè)寫出來，讓學(xué)生把自己所學(xué)所感所悟以文字方式呈現(xiàn)出來是 一種很好的輸出方式；繼續(xù)感悟所學(xué)的兩篇文章目的是讓學(xué)生對英語語言文字有更深的體會和領(lǐng)悟。 T: Anne was a GermanJewish teenager. During the World WarⅡ ,Hitler wanted to kill all 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, her best friend still exists. 2. 教師設(shè)計(jì)了幾個與課文相關(guān)的問題，檢驗(yàn)學(xué)生通過預(yù)習(xí)對文章的了解程度。 Step 2 Warmingup and leadin (10 minutes) 1. Warmingup (1)學(xué)生在老師的指導(dǎo)下以“擊鼓傳花”的游戲方式進(jìn)行自我介紹。語言地道，文字優(yōu)美，對事物和人物的描寫生動，使學(xué)生在了解主人公內(nèi)心世界的同時，深切體會到英語語言文字的優(yōu)美。 T: Generally speaking, when we talk about friends, it often means a person. But do you think it must be a person? Then what can be our friends? Give us some examples. 學(xué)生回答完問題后，教師在課件上展現(xiàn)圖片，讓學(xué)生更直觀的感受到朋友種類的多樣性。 T: A person can have many friends, but not all friends are good friends. We should 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(xué)生對該問題發(fā)表完自己的看法后，教師用文字和圖片結(jié)合的方式幫助學(xué)生得出結(jié)論。通過帶有情感的朗讀，學(xué)會欣賞，激發(fā)興趣。 ② Make a brief introduction in English。經(jīng)過初中三年的英語學(xué)習(xí)，他們已經(jīng)掌握了一定的語言知識和學(xué)習(xí)技能，但是因?yàn)樾陆佑|高中課文，在對如何加強(qiáng)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(dǎo)和點(diǎn)撥。 T: During the play ti