人教版高中英語必修一unit1friendshipreadingword教學設計(編輯修改稿)
2024-12-25 05:28 本頁面
【文章內容簡介】 st be a person? Then what can be our friends? Give us some examples. 學生回答完問題后，教師在課件上展現圖片，讓學生更直觀的感受到朋友種類的多樣性。 (animals, puters, tree holes,? ) (2) 通過上面的思想碰撞，學生對于朋友的種類有了更廣的認識，下面通過更深入的問題，了解個體學生對選擇朋友的初步想法。 T: If you have got a chance to make a nonhuman friend, what do you choose? Why? [設計意圖 ]這個環(huán)節(jié)中一共設置了兩個問題，從全班共同作答到個體回答從形式和內容上采用逐層深入的形式讓學生進行回答，符合認知規(guī)律中從淺到深，由易到難的規(guī)律。 Step 3 Reading (13 minutes) 1. 教師給學生提供歷史背景，讓學生充分了解主人公當時所處的環(huán)境，理解主人公選擇日記作為好朋友的原因 和心態(tài)。同時 課件展示不同版本的“安妮日記”的封面，給學生更直觀的視覺沖擊。 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. 教師設計了幾個與課文相關的問題，檢驗學生通過預習對文章的了解程度。 Q1 How many paragraphs are there in the diary? Three paragraphs. Q2 Who is Anne’ s best friend? Her diary, Kitty. Q3 What did Anne talk about with her diary? Her deepest thoughts and feelings about nature. Q4 Why did Anne make her diary her best friend? She thought her diary could keep her secrets. [設計意圖 ]歷史背景知識的豐富有助于學生對主人公在日記中所表達的情感的理解，而通過 回答問題教師也可以檢查學生的預習工作是否到位，這兩者都對后面的文學鑒賞有較好的鋪墊和促進作用。 3. 教師引導學生找出給自己留下深刻印象的好詞好句，并以自己的情感朗誦出來，這是本節(jié)課的創(chuàng)新環(huán)節(jié)。通過帶有情感的朗讀，學會欣賞，激發(fā)興趣。培養(yǎng)學生從賞析的角度提高閱讀技能，并讓高一學生對文字鑒賞有一個初步的體驗。 T: While reading the diary, there are some words and sentences which move me deeply. I’ m sure you have the same feeling as me. Please try to find the words or sentences that can touch your hearts, then tell us the reaso
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