第一篇：高中英語(yǔ)聽說讀寫課教案

高中英語(yǔ)聽說讀寫課教案、反思及評(píng)議（1）

NSEFC Module 4 Unit 2 Working the land Period 5

Listening, reading, speaking and writing

一、教學(xué)課型: 聽說讀寫課

二、教材分析 1．教材處理

這節(jié)課是本單元的第五課時(shí)，學(xué)生在extensive reading部分已了解了“Chemical or Organic Farming?”的有關(guān)情況，為本節(jié)課的聽說讀寫訓(xùn)練作了鋪墊。雖然學(xué)生對(duì)chemical farming和organic farming有了一定的理解，但是要求他們把相關(guān)內(nèi)容用英語(yǔ)表達(dá)出來仍有一定的難度。本節(jié)課的目的是讓學(xué)生通過聽、讀活動(dòng)，從語(yǔ)言材料中獲取相關(guān)的信息，并通過對(duì)信息的加工和處理，提高他們的說、寫能力。

2．教學(xué)目標(biāo)

1）Develop students’ listening, reading, speaking and writing ability.2）Let students learn some expressions of persuation.3）Get students to learn to design a poster by advertising the safety and imporance of eating “green food”.3．教學(xué)重難點(diǎn)

1)Get students to listen and understand the listening material.2)Get students to learn how to persuade others by using the functional items for persuasion

3)Get students to learn to design a poster by advertising the safety and imporance of eating “green food”.4．教學(xué)方法

1)Task-based teaching and learning 2)Cooperative learning 3)Discussion

5．教具：Multi-media project;tape-recorder;cabbage;towel

三、教學(xué)設(shè)計(jì)(一)總體思路

1． 這節(jié)課的目的是提高學(xué)生的聽說讀寫綜合能力。以一根主線下來，從聽力中chemical

farming的缺點(diǎn)到說、讀、寫部分的green food的優(yōu)點(diǎn)，從語(yǔ)言的輸入到語(yǔ)言的輸出。

首先讓學(xué)生從聽力材料中獲知 “Chemical farming”對(duì)食物的影響，訓(xùn)練學(xué)生的聽力能力，提出綠色食品，注重食物安全。然后從閱讀材料中獲知 “green food”的生長(zhǎng)環(huán)境和好處。接著提供情景，讓學(xué)生編對(duì)話，運(yùn)用useful expressions of persuation，訓(xùn)練學(xué)生的口語(yǔ)表達(dá)能力。最后，在寫作中，提供sample和三個(gè)情景，叫學(xué)生設(shè)計(jì)海報(bào)，提高學(xué)生的寫作能力。

（二）教學(xué)過程

Step1.Revision & Lead—in before listening

1.Ask students to go over what they have learned in the extensive reading by doing an interwiew.2.Teacher shows a cabbage with a hole in it to the class and ask: Look!What is wrong with the vegetable?

[設(shè)計(jì)說明]

通過記者對(duì)農(nóng)民的采訪，激活學(xué)生已有的知識(shí)。然后，以chemical farming為切入點(diǎn)，給學(xué)生看實(shí)物，一個(gè)長(zhǎng)得很大但又空心的大白菜，以引起學(xué)生對(duì)聽力的興趣，從而自然地引出聽力材料的話題 “What is wrong with the vegetable?”。

[反思]

有目的地布置作業(yè)，效果截然不同。由于兩組學(xué)生課前準(zhǔn)備得充分，表現(xiàn)得非常出色，完成了既定目標(biāo)，也營(yíng)造了寬松、和諧的教學(xué)氛圍。尤其是林松澤同學(xué)，扮演農(nóng)民這個(gè)角色尤其成功，頭圍毛巾，手勢(shì)語(yǔ)豐富，口語(yǔ)流利，聲音洪亮，致使全班同學(xué)哄堂大笑。另外，學(xué)生帶著問題 “What is wrong with the vegetable?”去聽，這種設(shè)疑導(dǎo)入法能有效激發(fā)學(xué)生的興趣，形成對(duì)學(xué)習(xí)內(nèi)容知之、好之、樂之的心理過程，達(dá)到激趣樂學(xué)，學(xué)生完全消除了恐懼畏難心理，使他們的心理調(diào)整到了最佳狀態(tài)。

Step2: While-listening

1.Ask students to listen to the tape for the main idea.---The possible bad effects of chemical fertilizers on the fruit and vegetables that we eat today.[設(shè)計(jì)說明]

要求學(xué)生聽懂大意，了解材料的主要信息。教材是以問答題出現(xiàn)的：What is the main topic of the conversation? 教師覺得聽一遍就叫學(xué)生回答，難度實(shí)在太大，就對(duì)教材做了大膽的處理，變?yōu)槎x一，good effects or bad effects，以降低難度，致使絕大多數(shù)學(xué)生都能回答。

[反思]

在教學(xué)過程中，教師可以根據(jù)實(shí)際教學(xué)需要，對(duì)教材中不太合適的內(nèi)容進(jìn)行替換。教師認(rèn)為這個(gè)聽力材料適用，但問題設(shè)計(jì)不適合自己的學(xué)生，就用自己設(shè)計(jì)的題目來替換原有的題目，以降低難度，面向全體學(xué)生。

2.Ask students to Listen to the tape for a second time.Decide if the following statesments are true or false.Before listening, ask students to go through the five sentences first.(If necessary, write down key words.)(1)Paul thinks that Carrie is not telling him the truth.(T)(2)Using chemical fertilizers always makes vegetables empty inside.(F)(3)Today’s fruit is not as healthy for people as fruit fifty years ago.(T)

(4)Eating more vegetables is good for us.(F)

(5)All of today’s vegetables look healthy but in fact are not.(T)

[設(shè)計(jì)說明]

先讓學(xué)生快速瀏覽5個(gè)句子，然后帶著任務(wù)聽錄音，以減少聽力訓(xùn)練中的盲目性，這是聽力教學(xué)中常見的教學(xué)方法。必要時(shí)，學(xué)生可記下關(guān)鍵詞。另外，考慮到教材中的第四個(gè)句子本身就很難理解，作了改動(dòng)。

[反思]

學(xué)生對(duì)前四個(gè)句子掌握得很好，回答正確。不過，教師對(duì)第五個(gè)句子疏忽了，這句話也很難理解，因?yàn)閺牟煌慕嵌热ダ斫猓鸢笗?huì)不一樣。原先可以把這個(gè)句子刪掉或替換。教師備課還不夠仔細(xì)充分。

3.Show students the listening text and and ask them to listen to the tape for a third time to check if their answers are right.This time students can look at the material and should underline the key words, phrases and sentences.(listening text is omitted)

[設(shè)計(jì)說明]

這步主要是引導(dǎo)和鼓勵(lì)學(xué)生積極利用學(xué)習(xí)資源解決學(xué)習(xí)中的困難，培養(yǎng)學(xué)生的判斷能力和自己解決問題的能力。

[反思]

要求學(xué)生聽第三遍錄音時(shí)可以看材料，并劃出做題的依據(jù)，使學(xué)生做到自己?jiǎn)栴}盡量自己解決，從而增強(qiáng)了自信，提高了能力。

第二篇：高中英語(yǔ)寫作課教案

Task based writing—How to describe a person I.Teaching objectives: Students will be able to:

1.Learn how to write a short passage of a great man.2.Get some useful adjectives for describing a person 3.Develop students’ awareness of waring

4.Get some information about how to write a basic writing.5.Develop students’ writing ability.II.Writing strategies:

1.Learning Book1 Unit 5 Nelson Mandela-a modern hero to get some useful adjectives to describe a person 2.Knowing how to write a basic writing 3.Brainstorm about the topic 4.Finish the writing in group

III.Teaching aids: multi-media equipments(computer, slides, PPT，etc.)

IV.Homework: writing another passage V.Teaching procedures Lead in

Step 1: T.let students think about how to describe a person.Such as “Mary is a nice girl.” “Jim is an outgoing boy.”

Brainstorming how to describe a person and get vocabulary input.Writing strategy: Get some useful adjective to describe a person and get vocabulary input.Pre-writing Step 2 T presents a short passage about a famous singer to students and asks them to guess that who he is.Showing students a sample about how to describe a person Find out: 1.Who is he?

2.Find out some useful words, expression and sentence patterns in the passage

3.If you want to write a composition about a person, how will you write it? While-writing

Step 3 1.Give students a writing topic in the form of a chat and this writing topic is about Nelson Mandela.2.Tell students that the passage must be written with five sentences.3.Give students time to get key information

Step 4: Ss try to translate the information they get into five English sentences

Sentence Main information

When was Mandela born and his hobbies.2 Mandela's experience when he was a lawyer 3-4 What did he do for poor black man in South AfricaHis famous saying and dream.Post-writing

Step 5 Group work: Discussion

1.Ss check the translation for their partners and discuss how to correct their mistakes

2.Thinking: Great people are also famous people, but famous people may not be great people.So what should a great people be? 3.What can we learn from a great person.VI.Sample and Summary

Step 6 Show Ss a possible version for the writing and ask them to find out some useful words, expressions and sentence patterns Step 7 Sum up: How can you do a task based writing

1.Examining the writing topic and ensure the person, tense and writing style of it.2.Make out an outline which can be translated into five English sentences

3.Translate the information you get into five English sentences 4.Check your composition and discuss it with you partner 5.Correct your mistakes if available VII.Step 8: Homework(after class)

Write an article in the form of task based writing which is about an armless pianist-Liu Wei（劉偉）

第三篇：高中英語(yǔ)寫作課教案[模版]

Book6 Module3 Interpersonal relationship—— Friendship

高中英語(yǔ)寫作課教案

Teaching Aims 1.To get the students to appreciating remarks on friendship or friends.2.To enable the students to write a short story about friends or friendships.Teaching Procedures Step 1 Discussion Now, I found 500 pounds in Roy’s pocket.Did Roy steal the money from the charity? Someone says ‘yes’, someone says ‘no’.If Roy did steal the money from the charity, shall I tell the teacher or call the police? If Roy didn’t steal the money, what should I do?

Discuss it in groups of four.Collect answers from students.Draw a conclusion;whether Roy stole the money or not, we help him all the same.Because we’re friends.Friends are the ones we can get help from and we can trust.In this unit, we have talked a lot about friends and friendship, knowing the importance of friends.And what do you think of a friend or friendship? How to keep friendship?List good qualities and bad qualities a friend may have.Suggested answers: Good qualities:

outgoing hospitable considerate enthusiastic friendly kind polite honest loyal brave positive optimistic smart intelligent modest generous determined responsible mature

Bad qualities:

dishonest unfriendly dishonest rude impolite selfish lazy careless pessimistic Brainstorming: Step 2 Writing Describe a problem you had with a friend and give advice on how to keep friends.Suggested expressions: close, trust, chat, be on good terms, get on very well, keep in touch, get to know, personal matters, be similar to , considerate, warm hearted, honest, 一些有關(guān)友誼的名言警句如： On friends and friendship: A true friend is one soul in two bodies.(---Aristotle)A friend in need is a friend indeed.(---Ray)Be slow in choosing a friend;slower in changing.(---Benjamin Franklin)A friend is a present which you give yourself.(---Robert Louis Stevenson)Fate chooses your relatives, you choose your friends.(---Abbe Jacques Deille)A faithful friend is the medicine of life.(---William Shakespeare)The bird a nest, the spider a web, man friendship.(---William Blake)We choose our friend by instinct, but we keep them by judgment.(---Alfred Capus)Friendship is love without his wings.(---George Gordon Byron)True friendship is a plant of slow growth.(---George Washington)Sample: Friendship is one of the most valuable relationship in our lives, it may even last through you whole life.I have a good friend.Sometimes I argue with my friend.For example, once we discussed a problem of our homework, as we held different ideas and wanted to persuade each other, we argued a lot.However, after we found the correct answer, the one that was wrong apologized at once.No matter how often we quarreled and what we quarreled for, we are good friends for ever.My favourite proverb says ' friend are like stars, you don’t always see them, but you know they re always there.' Thats true, indeed friends are willing to help you all the time.When you are down ,friends raise you up with their hearts.When you lose your way, friends guide you and pull you to the right way.When you have sorrow to complain of, friends are always the best ears for you.So please cherish your friends, because everyone of them is unique and precious.Getting along with friends is just like growing plants.We must use patience, trust, and honesty as fertilizer to make friendship stonger.And never forget ,plants need sunshine, so do friends.Often give them some warm and you will find your hearts are getting closer.Friendship stands on both sides , so the more you give and the more you will get.Remember, the key is your sincere heart.Step 3 Promotion and Homework 1)Assign another writing task based on the following information: What do you think of a friend or friendship? How to keep friendship? 2）Instruct the students to write and revise by themselves.3)Let the students hand in their final copies.4)Select some good samples to read to the whole class.Suggested sample: Friendship is the most important things in life.Good friend would like to help you when you met some troubles.Real good friends could put each other in their hearts.Real friendship is like the spring rivers flowing down the mountains, silently.Everybody is looking forward to meeting real friends.How to find real friendship and keep it? I think it is like you planting a big tree.You should choose good seeds and take care of it to make it grow.Almost the same thoughts between each other is on base.Maybe fight also will happen.How to do? To make real friend, you don't be shy to explain your thoughts to the other.Try your best to keep friendship forever.It is necessary to tell the truth and respect each other.教學(xué)實(shí)施過程：

針對(duì)學(xué)生這樣的實(shí)際情況，并受任務(wù)型教學(xué)法啟示“任務(wù)型教學(xué)理論實(shí)際上就是建立在討論或交流教學(xué)思路的基礎(chǔ)上的,是交流教學(xué)思路的一種發(fā)展形態(tài),英語(yǔ)教學(xué)要以學(xué)生為中心,教師要為學(xué)生設(shè)計(jì)運(yùn)用語(yǔ)言的環(huán)境,通過大量的交流活動(dòng)總結(jié)和掌握語(yǔ)言的規(guī)律,并在交流活動(dòng)中實(shí)踐,從而達(dá)到目的.”我對(duì)每模塊后的書面表達(dá)內(nèi)容的教學(xué)作了調(diào)整，這樣處理：即把寫作課變成討論和寫作并存的活動(dòng)課，并在活動(dòng)課中備有相關(guān)的多媒體內(nèi)容或音樂，使學(xué)生在真切愉快的情景中搜集寫作素材，完成寫作內(nèi)容，最后達(dá)到激發(fā)學(xué)生寫作興趣，提高寫作技能并促進(jìn)其他幾種技能的效果。具體教學(xué)過程如下：

第一步，確定題目后，教師啟發(fā)學(xué)生思考，回憶寫作中所需要的相關(guān)詞匯，必要時(shí)通過多媒體展示相關(guān)內(nèi)容，然后教師在黑板上進(jìn)行總結(jié)或借助多媒體把關(guān)鍵詞語(yǔ)呈現(xiàn)給學(xué)生.例如外研版教材Book6 Module3 Interpersonal relationship___ Friendship,該模塊的寫作任務(wù)講述朋友之間所產(chǎn)生的矛盾問題，并提出建議如何保持友誼：Describing a problem you had with a friend and giving advice on how to keep friends教師可先展示一些有關(guān)友誼或本班同學(xué)相處的圖片、幻燈片、音樂等,以激發(fā)學(xué)生的學(xué)習(xí)興趣。然后教師可引導(dǎo)學(xué)生說說自己的好朋友，盡可能用到本模塊所學(xué)過的詞匯：close, trust, chat, be on good terms, get on very well, keep in touch, get to know, personal matters, be similar to, considerate, warmhearted, honest, 等等。

第二步，分組討論（均勻分配不同程度的學(xué)生），要求學(xué)生圍繞寫作話題借助有關(guān)詞匯，人人動(dòng)口，積極思維:1.Who is your good friend? 2.How do you become good friends? 3.Have you ever quarreled with each other? 4.What’s the problem? 5.Have you made up? 6.What should you do to keep your friendship? 等, 并讓學(xué)生各抒己見,提供出不同的詞語(yǔ)句型，如1.I’ve known him/her for...2.We first met six years ago...I remember meeting him/her for the first time 3.We have much in common.4.I not only...but also...5.I suggest that...6.Why not...? 7.Can’t we...? 8.What about...? 9.Friendship is both...and...10.If we..., we can...等也可提供一些有關(guān)友誼的名言警句如：On friends and friendship: A true friend is one soul in two bodies.(---Aristotle)A friend in need is a friend indeed.(---Ray)Be slow in choosing a friend;slower in changing.(---Benjamin Franklin)A friend is a present which you give yourself.(---Robert Louis Stevenson)Fate chooses your relatives, you choose your friends.(---Abbe Jacques Deille)A faithful friend is the medicine of life.(---William Shakespeare)The bird a nest, the spider a web, man friendship.(---William Blake)We choose our friend by instinct, but we keep them by judgment.(---Alfred Capus)Friendship is love without his wings.(---George Gordon Byron)True friendship is a plant of slow growth.(---George Washington)同時(shí)教師提醒學(xué)生在討論中盡量使用正確的時(shí)態(tài)、語(yǔ)態(tài)并用英語(yǔ)交流。這一步也是學(xué)生英文寫作收集寫作素材的過程。教師可參考與到各個(gè)組中，幫助學(xué)生解決疑難問題，并根據(jù)不同的寫作內(nèi)容和各小組的實(shí)際水平適當(dāng)給他們提供一些新的詞匯，同時(shí)鼓勵(lì)那些平時(shí)不善于言談的學(xué)生開口交流和幫助基礎(chǔ)較差的學(xué)生。通過不斷的教學(xué)實(shí)踐，我發(fā)現(xiàn)：在這種活動(dòng)或情景之下，學(xué)生無(wú)拘無(wú)束，大膽熱烈討論，加之教師的指導(dǎo)，寫作的素材自然獲得不少。最后每組選一位代表執(zhí)筆完成書面表達(dá)，并在時(shí)間允許內(nèi)在全班朗讀；

第三步，教師進(jìn)行總結(jié)歸納： Friendship is a kind of human relations.It is a human instinct to make friends.When in trouble, we need friends to offer us help, support and encouragement.With success achieved, we also need friends to share our joys..Long live friendship!同時(shí)再次強(qiáng)調(diào)寫作中所需的時(shí)態(tài)、語(yǔ)態(tài)和學(xué)生寫作過程中容易犯的錯(cuò)誤等關(guān)鍵問題。而后要求學(xué)生課后完成各自的寫作內(nèi)容并上交作業(yè)。

第四步，作文評(píng)價(jià)是個(gè)意義重大的環(huán)節(jié)，可采用以下評(píng)價(jià)機(jī)制，包括學(xué)生自評(píng)→學(xué)生互評(píng)→教師評(píng)價(jià)→全班反饋→范文共賞五個(gè)環(huán)節(jié)。

學(xué)生參與情況：

運(yùn)用這種教學(xué)方式，我所教的班級(jí)學(xué)生普遍反映：這種討論和寫作的方式更適合他們，因?yàn)闅夥栈钴S，讓人覺得輕松，通過小組的討論、互相幫助和老師的指引，較容易搜集到寫作素材,而且參考小組素材再結(jié)合自己的觀點(diǎn)，就更容易下手寫作了。每個(gè)小組都能寫出較為優(yōu)秀的文章，而且，學(xué)生完成作業(yè)情況非常好，能充分運(yùn)用課上所講的相關(guān)詞匯和表達(dá)方式，有些同學(xué)的文章寫得相當(dāng)好，可以作為范文展示學(xué)習(xí)?？偠灾@種寫作教學(xué)法既激發(fā)了學(xué)生的寫作興趣，又提高了他們的口語(yǔ)表達(dá)能力，同時(shí)還培養(yǎng)了他們的群體合作精神，而且也達(dá)到了師生互動(dòng)交流。

第四篇：高中英語(yǔ)說課教案1

人教版高一英語(yǔ)必修1 Unit 1 Friendship

教案

一．教材分析 1.單元背景分析

學(xué)生剛從初中步入高中，進(jìn)入了一個(gè)新的環(huán)境，認(rèn)識(shí)了許許多多的新同學(xué)。如何與新同學(xué)建立友誼，如何理解友誼顯得至關(guān)重要。友誼不僅僅存在于人與人之間，還存在于人與動(dòng)物，人與物體等等。現(xiàn)在人們生活節(jié)奏很快，生活壓力也很大，人與人之間變得很冷漠。如何來表達(dá)自己內(nèi)心的感情與想法，向朋友傾訴是有效排解內(nèi)心的方式。本課我們應(yīng)該學(xué)會(huì)如何用英語(yǔ)表達(dá)友誼。2.教材內(nèi)容分析

本課是高中一年級(jí)必修1 unit 1 Friendship 中的Reading 部分。主要講述的是猶太女孩安妮為躲避納粹的迫害而藏身于小閣樓中，并把日記當(dāng)作自己的朋友，通過寫日記來表達(dá)自己孤獨(dú)和郁悶的心情。通過本課的學(xué)習(xí)，感受主人公樂觀自信的人生態(tài)度，純潔美麗的心靈。本課時(shí)主要分為四部分： 1）Pre-reading(讀前準(zhǔn)備)“讀前”部分是Reading 的前奏，要求學(xué)生說出我們?yōu)槭裁葱枰笥?，列舉出朋友對(duì)我們很重要的理由。朋友一定要是人嗎？還有其他的東西可以成為朋友嗎？更好的導(dǎo)入文章主題。2）Reading（閱讀）

閱讀部分摘取了安妮的日記一篇：安妮為了躲避納粹的迫害藏身小閣樓，每天堅(jiān)持寫日記，日記就是她的朋友。在日記中她描述了以前大自然對(duì)她來說是理所當(dāng)然的，可是現(xiàn)在大自然對(duì)她卻是一種渴望。她渴望自由。通過這篇文章的學(xué)習(xí)，我們要體會(huì)作者樂觀的人生態(tài)度，學(xué)會(huì)如何用英語(yǔ)寫日記，養(yǎng)成良好的閱讀習(xí)慣。3）Post-reading（讀后）

“讀后”部分是對(duì)文章的熟悉，鞏固與理解。對(duì)文章的主題有更好的了解。3.教學(xué)重點(diǎn) 1）、能繼續(xù)運(yùn)用各種閱讀技能進(jìn)行有效的閱讀，同時(shí)能在閱讀中繼續(xù)培養(yǎng)猜測(cè)單詞詞義的能力。同時(shí)掌握文中出現(xiàn)的單詞與短語(yǔ)的使用。2）、能進(jìn)一步了解一詞多義及合成詞的知識(shí)。以便能更好的區(qū)別單詞詞義與猜測(cè)單詞詞義，利用構(gòu)詞法知識(shí)擴(kuò)充詞匯量，并能真正做到為閱讀服務(wù)。4.教學(xué)難點(diǎn) 1）掌握并運(yùn)用一些重要詞組和短語(yǔ): in order to, on purpose, in one’s power, at dusk, face to face, happen to do, something/anything/everything to do with, grow/be crazy about, it’s the first time…that… 2)怎樣提高學(xué)生的閱讀技能 5.教學(xué)目標(biāo) 1）知識(shí)目標(biāo)

學(xué)習(xí)一些重要的新單詞，短語(yǔ)和句式 Outdoors, go through, set down, a series of, in order to, on purpose, at dusk, thundering, entirely, dusty, it’s the first time…that… 2)技能目標(biāo)

提高學(xué)生的閱讀能力并學(xué)會(huì)用一些閱讀技巧

Skimming: it used quickly to identify the main idea of a text and get an overall impression of the content.Scanning: it used in a situation that you want to find specific information quickly.In scanning, you have a question in your mind and you read a passage only to find the answer ignoring unrelated information.3)情感目標(biāo)

使學(xué)生意識(shí)到友誼的重要性，通過閱讀這篇文章學(xué)會(huì)珍惜友誼

二． 教法學(xué)法分析

1）在教學(xué)中突出交際性，注重讀寫的實(shí)用性；同時(shí)適時(shí)進(jìn)行情感與策略調(diào)整，以形成積極的學(xué)習(xí)態(tài)度，促進(jìn)語(yǔ)言綜合運(yùn)用能力的提高。

2）堅(jiān)持“教師為主導(dǎo)，學(xué)生為主體，任務(wù)為基礎(chǔ)”的教學(xué)原則，在課堂教學(xué)的不同環(huán)節(jié)教師應(yīng)扮演自身作為“設(shè)計(jì)者，研究者，組織者，促進(jìn)者，協(xié)調(diào)者”的角色。3）貫徹“教中學(xué)，學(xué)中用”策略，真正使學(xué)生學(xué)以致用。

三．教學(xué)過程 1.Lead-in(導(dǎo)入)教師可以引用一些諺語(yǔ)，詩(shī)歌或者英文歌曲向?qū)W生傳達(dá)人們對(duì)朋友和友誼的看法 1）Proverbs（諺語(yǔ)）：

You can buy friendship with friendship, but never with dollars.A life without friend is a life without a sun.2）Poem（詩(shī)歌）：

Auld Lang Syne（友誼天長(zhǎng)地久）

By Robert Burns

Should auld acquaintance be forgot

and never brought to mind? Should auld acquaintance be forgot and days of auld lang Syne? For auld Lang syne, my dear.for auld lang syne，we’ll take a cup of kindness yet.for auld lang syne….說明友誼與我們的生活息息相關(guān)。2.Pre-reading(讀前準(zhǔn)備)1）提問我們?yōu)槭裁葱枰笥?。讓學(xué)生獨(dú)立思考，發(fā)散思維。

2）在日常生活中，我們都認(rèn)為友誼只存在與人與人之間，那么，請(qǐng)問我們交友必須是人嗎？我們可不可以與其他東西交朋友，比如：動(dòng)物，又或者是日記 3）這個(gè)問題是讀前準(zhǔn)備部分與閱讀部分的過度問題，教師讓學(xué)生帶著問題來閱讀文章。找出安妮的好朋友是誰(shuí)？ 3.Reading（閱讀部分）1）介紹故事發(fā)生的背景：

德國(guó)納粹黨：前身為德國(guó)工人黨，1921年6月29日，希特勒任該黨主席，確立法西斯***。在國(guó)內(nèi)取消民主自由，煽起排猶運(yùn)動(dòng)，實(shí)行法西斯恐怖統(tǒng)治。對(duì)外瘋狂擴(kuò)軍備戰(zhàn)，實(shí)行擴(kuò)張政策，挑起第二次世界大戰(zhàn)。

《安妮日記》的故事背景發(fā)生于反猶太時(shí)期，安妮一家為了躲避迫害，必須藏起來。

2）任務(wù)一：讓學(xué)生安靜地快速地瀏覽文章，然后用自己的話概括文章的主要內(nèi)容

任務(wù)二：講解新單詞，詞組和句式。① go through: to examine carefully 仔細(xì)閱讀或研究 I went through the students’ papers last night.to experience 經(jīng)歷，遭受或忍受

You really don’t know what we went through while working on this project.② spellbind: to hold the complete attention of 吸引人；迷人；使入迷

The children watched spellbound as the magician took rabbits from his hat.當(dāng)魔術(shù)師從他的帽子里變出兔子時(shí)，孩子們都看得入了迷。③ at dusk: the time when daylight is becoming less bright, especially at night The street lights go on at dusk.④ In one’s power: to be in a situation in which someone has complete control over you I’ve got him in my power.I can ask him to do anything I want.⑤ it’s the first time…that… 某人第一次做某事 It’s the second time that John has held an art exhibition 任務(wù)三：完成一下練習(xí)

1.Read the passage and join the correct parts of the sentence.1.Anne kept a diary because

A she couldn’t meet her friends.2.She felt very lonely because

B Jews were caught by Nazis and killed.3.They had to hid because

C she could tell everything to it.4.Anne named her diary Kitty because

D she wanted it to be best friend.參考答案1C 2A 3B 4D 2.Read the passage again and answer the following questions.1)About how long had Anne and her family been in the hiding place when she wrote this part of her diary? About two years.The family went into the hiding place early July 1942.2)How did Anne feel about nature before she and her family hid away? Before she and her family hid away, she took nature for granted, but now she appreciates its beauty and majesty.任務(wù)四：自由討論 What do you think is the purpose of this passage? Why did Anne write it?

What is Anne’s tone? In other words, is she angry, sad, happy or thrilled?

What is Anne’s point of view? Do you agree with it? If so, why? If not, why not?

Do you find some sentences you like? 讓學(xué)生自由作答。

4.Post-reading(課后閱讀)1)With a partner brainstorm some adjectives to describe her feelings.Make a list of at least five.2)Share your list with another pair.Choose five good adjectives from the two lists.5.summary(總結(jié))Today we learned a dairy.Keeping a dairy is a good habit.I hope students can write the dairy in English.And we know the optimistic life attitude is good for us.6.Homework 1）完成課本第四頁(yè)learning about languages 部分的1,2,3，題。

2）完成workbook中using words and expressions部分和Reading task 部分。

第五篇：中文聽說讀寫教案-第二課

A：你好！B：你好！

A：請(qǐng)問，你貴姓？ B：我姓李。

A：李先生，你叫什么名字？ B：我叫李友。你呢？ A：我叫王鵬。B：你是美國(guó)人嗎？

A：我不是美國(guó)人，我是荷蘭人。B：我也是荷蘭人！

這 那

這是什么？ 這是照片。這是照片嗎？ 這是照片。那是照片嗎？ 那不是照片。

照片

我的照片 你的照片 他的照片 她的照片

這是李友的照片。這是李先生的照片。那是王朋的照片。那是王小姐的照片。這是學(xué)生的照片嗎？

這不是學(xué)生的照片，這是老師的照片。

展示照片

爸爸 媽媽 孩子 男 男孩子 兒子 女孩子 女兒 姐姐 弟弟 [補(bǔ)充] 哥哥（大哥）姐姐

有

爸爸、媽媽有兩個(gè)孩子。

爸爸、媽媽有一個(gè)兒子、一個(gè)女兒。我的爸爸、媽媽有____個(gè)孩子。

她是老師的媽媽？ 她是誰(shuí)？

這是誰(shuí)？（明星圖片）那是誰(shuí)？

你的老師是誰(shuí)？ 誰(shuí)是李老師？ 誰(shuí)是學(xué)生？ 誰(shuí)是中國(guó)人？ 誰(shuí)是荷蘭人？ 誰(shuí)是美國(guó)人？

誰(shuí)有哥哥/姐姐/弟弟/妹妹？ 誰(shuí)沒有哥哥/姐姐/弟弟/妹妹？