高中英语必修1第一单元Friendship阅读课教学案例分析

高中英语必修1第一单元Friendship阅读课教学案例分析曾都一中英语教研组 胡小花一、学生分析教学对象为刚刚进入高中的一年级学生，其理解能力，积累的词汇比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此在教学中特别注重提高学生用英语进行思维和表达的能力。课堂上做到以学生为主体，教师引导。学生已经完成了高中英语衔接教材的学习，在上衔接教材时我通过任务型课堂活动，使学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。本班是理科小班，综合素质是本年级最高的。尽管如此，学生的英语水平也是参差不齐，因此在教学过程中，布置的任务要兼顾各个层次的学生，充分考虑学生的个体差异，使他们每个人在本节课上都有所收获。二、教材分析本节课教材涉及“热身(Warming Up)”， “读前(Pre-reading)” ，“阅读(Reading)”， “理解(Comprehending)”等四个部分。“热身(Warming Up)”部分设计了一份调查问卷，共五个问题，都是日常生活中经常发生的真实问题，每个问题后的三个选项都是解决这些问题的常用的方法，要求学生做过之后计算出自己的得分。该部分的目的是引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法，从而激发他们的学习兴趣，激活其已有的背景知识，使其能运用自己已有的知识和经验思考该单元的中心话题，以探索者的姿态投入该单元的学习，去获取新的信息，掌握新的知识，并丰富自己的经验，提高分析问题和解决问题的能力。“读前(Pre-reading)”部分提出了三个问题：人为什么需要朋友？朋友必须是人吗？其他东西会成为朋友吗？这些问题不仅与单元主题有关，而且与下一部分的阅读材料内容紧密联系。因此，它们不仅可以启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友，而且也可以启发学生预测课文的内容，展开简短的讨论，以便通过阅读验证自己的推测。讨论时，要鼓励学生独立思考，阐述不同的看法。“阅读(Reading)”部分摘自安妮日记，标题是ANNES BEST FRIEND，讲述了犹太女孩安妮把日记作为朋友，倾诉自己内心感受的一段故事：二战中为躲避纳粹的迫害，她和家人不得不藏身于荷兰阿姆斯特丹的一个小阁楼里，不能与外界接触，周围又没有可以推心置腹、与之深谈的朋友。孤独之中她将日记作为朋友倾诉衷肠，在写日记的过程中寻求解决问题的方法。教材的设计目的，不仅仅是对学生进行阅读理解的训练，更重要的是通过阅读帮助学生对“朋友”和“友谊”有进一步的理解。因此，教师应该让学生了解纳粹迫害犹太人的那段历史，使学生在感受外国文化的同时自然而然地习得语言。只有了解当时的历史背景，才能深刻理解安妮当时的心境和为什么将日记视为自己的朋友。在此基础上，教师可引导学生对该文章进行全面整体理解，也可以给学生设置情景，引发他们的思考。例如：“如果你是安妮，你会怎么做？”、“如果你三天不许出门，呆在一个几平方米的小阁楼上，你会做什么？”，这样可以使学生通过体验学习，感悟语境，以达到强化学生语言意识，积累语言经验的目的。“理解(Comprehending)”部分提供了四个练习。通过连句、问答题、填表格等的形式帮助学生对课文内容、细节进行更深入地理解。问题的设计由浅到深，由课内到结合自己的实际，使学生逐步加深对“朋友”和“友谊”的理解。这阶段要尽量挖掘学生的学习潜能，注意给他们提供充分的思维时间和空间。让学生做学习的主人，学会自己解决问题。三、教学目标设计1. 语言知识目标重点单词：addpointupsetignorecalmconcernloosecheatreasonlistsharefeelingNetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorssufferteenager重点短语：add upcalm downhave got tobe concerned about walk the doggo throughhide awayset downa series ofon purposein order toin ones powerface to faceaccording toget along withfall in lovejoin in2. 语言能力目标：(1). 能运用所学语言讲述朋友间发生的事情以及朋友间的友谊和友情。(2). 掌握理解本单元关于友谊、友情的内容和基本的阅读技巧。(3). 学会用英语交流谈论友谊、友情和朋友方面的话题，并学会对个人观点、态度等的表达方法。3情感目标：通过学习讨论本单元的内容，使学生加深对友谊、友情、朋友的理解，学会如何正确交友处友，正确对待友谊友情，恰当处理朋友间发生的问题等。四、教学策略设计 以任务型教学为主体，按照由浅入深，由整体到局部设计四个任务，让学生在弄懂文章结构的同时，理解文章意思以及背后的更深层次的寓意，受到心灵的洗礼碰撞。五、教学过程设计Step. Lead-in （5 min）Enjoy the song Thats What Friends Are For with the students. Ask the students to find out what it is about.设计说明：通过本环节让学生开始思考课文主题“友谊”。Step 2. Pre-reading （8 min）Ask the students the following questions so as to begin to focus students attention on the main topic of the reading passage.1. Why do you need friends? Make a list of reasons why friends are important to you.2. What do you think a good friend should be like? List the good qualities a good friend should have.3. Does a friend always have to be a person? What else can be your friend?4. Have you ever considered making friends with animals, plants or even an object? Why or why not?(The teacher can also tell students some background before starting to read. This is a true story. It took place in Amsterdam, Holland in the early 1940s after German Nazis had occupied most of Europe. They killed many Jews. To avoid being killed, some Jewish families went into hiding, often with the help of non-Jewish friends. This is what Annes family did. )设计说明：通过本环节缩小话题范围，将学生的思维引向课文。Step 3. Reading Tasks （17 min）Task 1. Get the students to try to guess what Annes friend was and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it.Task 2. Get the students to skim the first two paragraphs to confirm their guessing.Task 3. Have the class to read the passage silently and then ask them to answer the following questions.1) What was Annes best friend? Why did she make friends with it?2) Did she have any other true friends then? Why?3) What is the difference between Annes diary and those of most people?4) Do you keep a diary? What do you think most people set down in their diaries?5) We are going to read one of Annes diaries, but before reading, can you tell me what the diary is about with the help of one key sentence in the second paragraph?Task 4. Reading Annes diary1) While reading, guess the meanings of “spellbound”, “hold me entirely in their power” from the discourse.2) After reading, ask the students how Anne felt in the hiding place and get them to give the two examples to show her feelings then.3) Choose the best answer according to the diary.(1)Anne made friends with her diary because_.A. she didnt like her other friendsB. she was a shy girlC. she trusted nobodyD. she didnt have a chance to communicate with her friends(2)From the diary we can infer that_.A. Anne was a girl who loves natureB. Anne was good at writing diariesC. Anne was longing for a normal life and she especially missed going outside and enjoying natureD. Anne had good observation in her daily life(3)Why did Anne and her family have to hide?A. Because they were not Germans.B. Because they were asked to do so.C. Because they did something bad.D. Because they were Jewish.(4)What is the authors attitude towards Anne in this passage?A. Angry. B. Happy. C. Sorry. D. Disappointed.(5)What is Annes tone from her diary?A. Sad. B. Hopeful. C. Disappointed D. Angry.(6)What made Anne crazy about nature?A. Her interest in nature.B. She had no friends.C. She couldnt get outdoors for a long time.D. She could do nothing but watch nature.Suggested answers:(1)D(2)C(3)D(4)C(5)A(6)C4)Ask the students to read the diary again and try to retell it. The retelling must include the information required below:Sample retelling:The diary by Anne, a Jewish girl, gave a glimpse of her life during her familys shelter in Amsterdam from the German Nazis killing in the Second World War. She treated the diary as her best friend, and in it she revealed her longing for a normal life and close contact with nature, which helped her get through the days. 设计说明：通过本环节四个阅读任务让学生从不同角度理解课文。Step 4 Post-reading （12 min）1. Get the students to do the exercises in the part Comprehending.This part helps students further understand the text by doing multiple choices, questions and answers, and matching.2. Group workThink about and work in groups to discuss the following questions.1) What would you do if your family were going to be killed just because they did something the Emperor did not like?2) Where would you plan to hide?3) How would you arrange to get food given to you every day?4) What would you do to pass the time?设计说明：通过本环节讨论让学生操练运用友谊相关词汇，并形成对友谊的共识。Step 5 Consolidation （8 min）1. Books shut. Get the students to tell something about Anne.2. Books open. Get the students to discover useful words and expressions from the part Reading to complete the following sentences.Show the exercises on the screen or give out exercise papers.1) She has grown_ about computer games.2) Was it an accident or did David do it on_?3) From the beginning, Paul made it clear that he would be_(完全地) in control.4) He used to work_ even in the middle of winter.5) _ get her boyfriend to find her, she_ for many years.6) _ what he said, we can draw a conclusion that he just told_ white lies.7) Born in a poor family, the president_ lots of hardships in his childhood.8) A diary is often kept to_ what happens in peoples daily lives.9) When they met with each other on a quiet evening at the end of the street, they said nothing _.First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.Suggested answers:1)crazy2)purpose3)entirely4)outdoors5)In order not to, hid away6)According to, a series of7)went through8)set down9)face to face 设计说明：通过本环节提示课文中重要的语言现象（词汇，短语）。Step 6 Homework1. Read the passage again and try to retell it.2. Finish off the related Workbook exercises.3. Write one or two sentences to express your understanding of friends and friendship. 设计说明：通过本环节巩固课文内容。六、教后反思教学成功之处是引导学生一步接一步从阅读文章表层意思，到探讨深层意思，使学生明白友谊的重要性。例如，先带着问题读课文，回答问题，接着概括段意，然后分析句子，（这是表层理解），最后总结全文，通过字面理解使学生达成共识人人需要友谊，升华到深层理解。引入部分达到预期效果，没有用书本上的例子，而自己准备了录音和图片作为引入，时间短且能引起学生兴趣及渴望了解更多的求知欲。不足之处是在阅读后回答问题那部分，设计问题大多是 why问题，学生基础普遍较差，生活阅历浅，理解能力较差。因此对阅读能力稍差的学生没有完全照顾到，原因是我认为他们是高一学生，在课文中找出答案并不难，何况这些问题并不是推理题，就以为他们都能接受。但下课后我了解到有一些学生并未能在短时间内回答完所有问题，在以后类似的教学过程中，我会分几个环节设计精读练习，例如针对中下层学生设计Yes/No question或T/F。设计的问题概括性少，推理判断性的稍多；另外在时间的分配上也显得头重脚轻，4