安妮的日記英文

安妮的日記英文篇一：高中英語必修1unit 1

肅南職教中心電子補充式教案

T: Now we're going to listen to what Leslie Clark, a Canadian

has got to say about making friends. After listening, please

talk about the two questions in groups of 4. Try to use the

following expressions.

1 Do you agree with her?

2 What do you think of people from foreign countries?

Agreement Disagreement

I think so,I don't think so.

I agree.I don't agree

That's correct. Of course not.

That's exactly my opinion.I'm afraid not.

You're quite right. I don't think you are right.

Step IV Speaking(B P6)

First, get the students to think of four situations among

friends in groups of 4 and design a questionnaire to find out

what kind of friends their classmates are. Second, try it out

on their own group, checking the questionnaire through and

adding up their score and see how many points they can get.

Ask them to fill in the form prepared before class. Show the

instructions and decide what kind of friends their classmates

are. Third, ask each student to stand up and walk around the

classroom to make a survey on four of other classmates. Show

the instructions and decide what kind of friends other

classmates are. They can share your questionnaire with one

or two other groups and try each other's questionnaires.

At last, show the instructions to help your classmates to know

how to improve his or her skills of making good friends with

others if necessary.

T: Friends come in many flavors. There are best friends,

school friends, fair-weather friends, forever friends and

many more. Do you want to know what kind of friends your

classmates are? Now let's make a survey. First, please think

of four situations among friends and design a questionnaire

to find out what kind of friends your classmates are.

1. Your friend borrowed 100 Yuan from you last week and hasn't

returned it. You will

A. ask him / her to pay back as soon as possible; or you'll

end the friendship.

B. ask him / her to pay back if he / she has.

C. tell him / her not to return it.

2. Your friend said your bad words behind you. You will

A. ask him / her to say sorry to you , or you'll stop your

friendship.

B. excuse him / her and forget it.

C. ask others to tell him / her that he/she is wrong.

3. You promised to meet your friend at five o'clock but your

parents ask you to do homework at home. You will

A. tell him your parents ask you to do homework at home.

B. tell him / her a lie that you are ill.

C. say sorry to him / her and plan to meet him / her another

time.

4. You borrowed a bike from your friend, but you had it

stolen. You will

A. buy a new one which is the same as his / hers.

B. just tell him / her you had it stolen.

C. say sorry to him/her and buy him/her an old one

After they finish choosing the answers, show the scoring

sheet on the screen.

Scoring sheet

1 AO B2 C6

3 A2 BO C3 2 Al B6 4 A6 Bl C2 C2

Instructions:

2-5 A fair-weather friend

Only like them when they are happy and popular. If they

are feeling down, or if they are having a problem, you don't

want to spend time or talk with them. You don't help your

friends when they have problems. You are always thinking

about yourself.

You should care more about your friends. If you

continue to be self-centered and don't consider others'

feelings, you won't make more friends and keep friendship for

long.

6-11 A school friend

You see each other in school. You just study and play

with them together in school. You may not know everything

about each other. You take things smoothly. You seldom hurt

your friends with your benefit considered. You'd better add

more affection to your friends. Friendship is about feelings

and we must give as much as we take.

12-17 A best friend

You do everything together with your friends: study,

read, watch TV, surf the Internet, play sports and listen to

music. If either one has a problem, the other is there to help.

You know your friends very well. You understand and yield to

each other. You help with each other and improve together.

You have a lot of common benefit. Your friendship is good to

both of you. You are mutually beneficial.

18-21 Forever friend

You will always listen to your friends and try to help

them, even if you disagree or if you are having a problem.

Whenever they have any difficulty, you'll try your best to

do what you can to help them without hesitation. You devote

yourself to your best friends. You are willing to lose what

you have, even your life.

安妮的日記英文篇二：高中英語必修1 Unit1 Reading教案

Unit 1 Friendship : Reading——Anne’s Best Friend 教案

課時：一課時

課型：講授課

一、教材分析

本單元的主題是友誼。這一課時主要是圍繞閱讀部分來講，閱讀是整個單元的核心部分，是在學習上一課時Warming up and Pre-reading的基礎知識上接著對閱讀文本“安妮最好的朋友”中詞匯知識點和閱讀技巧等的學習，為接下來的第三課時的語法知識的學習及以后的聽說讀寫綜合技能的練習打好基礎。文章通過一個虛擬的采訪——兩千年前古希臘作家帕薩尼亞斯與一位當代女孩李燕的對話，向?qū)W生介紹了古代和現(xiàn)代奧運會的異同及奧運會的一些基本情況。 文章講述了猶太女孩安妮為躲避納粹迫害而藏身于小閣樓中，并把日記作為自己朋友，通過寫日記來表達自己孤獨和郁悶的心情。

二、教學目標：

(一) 知識目標:

1. 掌握文章中的生詞和短語:reason; list; share; feeling; Netherlands; German; series; outdoors; crazy; nature; purpose; dare; thunder; entirely; power; according; trust; indoors; share. . . with...; go through; hide away; set down; a series of; be crazy about; on purpose; in order to;

in one’s power; face to face; according to ;

2. 幫助學生找到他們覺得最困難單詞和短語,并幫助他們理解。

3. 了解強調(diào)句型。

(二) 技能目標:

1.更好地掌握Skimming和Scanning。

2.能分析并總結(jié)直接引語和間接引語（疑問和陳述）的規(guī)律，能熟練地進行兩者間的轉(zhuǎn)換，并在生活中運用。

3.能介紹Anne的基本情況，說明她當時的心情和內(nèi)心的渴望。

(三) 情感目標:

1.通過Anne的日記，了解猶太人被納粹迫害的悲慘命運。

2.體會自由，友誼的珍貴。

3.通過學習此閱讀文章為學會珍惜朋友間的友誼,并能分辨他們的生活中真正的朋友和虛偽的朋友。

三、教學重點和難點：

重點：

1、訓練scanning and skimming等閱讀技能。

2、認識朋友的真正含義以及與人相處的問題。

難點：

1、閱讀技能的訓練。

2、陳述句和疑問句的直接引語和間接引語的互相轉(zhuǎn)換（人稱的變化、時態(tài)的變化…..）

四、教學過程

(一) 導入

1. 教師可以先讓學生討論他們是否有考慮過和動物,植物甚至是一個物品交朋友,為什么或為什么不？讓學生們分析原因。

(二) 課前

閱讀開始前，先給學生復習一下上一課時講過的Skimming(略讀)和Scanning(尋讀)閱讀技巧，并要求學生們用這兩種方法進行下面文章的閱讀。

1. skimming(略讀) 的方法和技巧：

Read the titleRead the introduction of the first paragraphRead the first sentence of each paragraph

Read the headings and sub-headings

Notice any pictures and charts

Read the summary or last paragraph

2. Scanning（尋讀）的方法和技巧：

①學生讀課文，抓住文中的關鍵信息，并將文章分成三部分，寫出每段的大意。 ②全班默讀文章。

③讀安妮的日記

1) Ask the students how Anne felt in the hiding place.

2) Guess the meanings of “spellbound” “hold me entirely in their power” from the discourse.

3) Ask the students to read the diary again and try to retell it.

④大聲朗讀 : 播放文章的磁帶讓學生聽并跟讀。

(三) 講授新課： reading 閱讀

1. 讓學生閱讀非日記體部分的內(nèi)容,介紹這篇文章的寫作背景。

2. 只通過閱讀標題和看圖，先不閱讀文章，讓學生試著猜猜看安妮的朋友是什么。

3. 讓學生瀏覽前兩個段落來確認他們的猜測。

4. 讓學生快速瀏覽安妮的日記，了解文章的中心內(nèi)容并概括段落大意.鼓勵學生先列出一些關鍵詞，如：Anne, crazy, nature等

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.

5. 給學生講解本課的生詞。

1. add (to) v.

1) to put together with something else so as to increase the number, size, or importance;

2) to join (numbers or amounts ) so as to find the total.

eg: The fire is going out; will you add some wood?

The snowstorm added to our difficulties.

Add up these figures for me, please.

2. ignore v. to take no notice of; refuse to pay attention to

eg: His letters were ignored.

Even the best of men ignored that simple rule.

My advice was completely ignored.

3. concern v. 使擔心;使不安 (+about/for); 涉及,關系到;影響到

eg: The boy's poor health concerned his parents.

He is concerned for her safety.

The news concerns your brother.

He was very concerned about her.

4. looseadj. not firmly or tightly fixed.

eg: She wore loose garments in the summer.

I have got a loose tooth.

Some loose pages fell out of the book.

5. purposen. [C] an intention or plan; a person’s reason for an action.

eg: What is the purpose of his visit?

The purpose of a trap is to catch and hold animals.

Did you come to London to see your family, or for business purpose?

6. series n. (of) a group of things of the same kind or related in some way, coming one after another or in order.

eg: Then began a series of wet days that spoiled our vacation.

This publishing firm is planning a new series of school textbooks.

They carried out a series of experiments to test the new drug.

7. cheat.

1) v. to behave in a dishonest way in order to win an advantage;

2) n. a person who cheats; dishonest persons

eg: They cheated the old woman of her house and money.

The salesman cheated me into buying a fake.

He never cheated in exams.

I see you drop that card, you cheat!

I never thought that Sam is a cheat.

8. share

1) vt.&vi. (in\with\ amount\between) to have, use or take part in something with others or among a group.

2) n. (in\of) the part belongs to, owed to or done by a particular person.

eg: The money was shared out between them.

Sam and I share a room.

We shared in his joy.

They al(轉(zhuǎn)載于:www.zuancaijixie.com 蒲 公 英 文 摘:安妮的日記英文)ways share their happiness and sorrow.

I have done my share of the work.

9. crazy adj.

1) mad ; foolish

2) [+about] wildly excited; very interested

eg: You're crazy to go out in this stormy weather.

John's crazy about that girl. / She is just crazy about dancing.

10. dare v.& v.aux.. 1) + to do; 2) + vto be brave enough or rude enough (to do sth. dangerous, difficult or unpleasant).

eg: How dare you accuse me of lying! / How dare you ask me such a question?

My younger sister dare not go out alone. / He did not dare to leave his car there.

11. trust

1) n. [U] (in) form believe in the honesty, goodness or worth etc, of someone or something

2) v. to believe in the honesty and worth of someone or something; have confidence in eg: I have no trust in him./ I don’t place any trust in the government’s promises.

Why do you trust a guy like him? / I trust your wife will soon get well.

12. suffer v. (for) to experience pain, difficulty or loss

eg: I cannot suffer such rudeness. / He suffered from poverty all his life.

My father suffers from high blood pressure. / They suffered a great deal in those days.

13. advice n. [U] opinion given to someone about what they should do in a particular situation→v. advise to give advice to

eg: I want your advice, sir. I don't know what to do. / I asked the doctor for her advice. If you take my advice, you won’t tell anyone about this.

He gave them some good\ sound advice.

14. communicate v.

1) (to) to make (opinions, feelings, information etc. ) known or undby others.

e.g. by speech, writing or body movements;

2) (with) to share or exchange opinions, feelings, information etc

eg: Our teacher communicates his idea very clearly.

He had no way to communicate with his brother.

Did she communicate my wishes to you?

We learn a language in order to communicate.

Deaf people use sign language to communicate.

15. calm

1) adj. free from excitement, nervous activity or strong feelings; quiet

2) n. [U] peace and quiet

3) v. to make calm

eg: You must try to be calm. / The high wind passed and the sea was calm again.

The police chief advised his men to stay \ keep calm and not lose their tempers.

There was a calm on the sea. / She calmed the baby by giving him some milk.

We calmed the old lady down.

Useful expressions:

1. add up : to join (numbers or amounts ) so as to find the total.

eg: Add up 3, 4 and 5 and you'll get 12. /Add up your score and see how many points you can get. If we add these marks up, we'll get a total of 90.

2. calm down : to make or become calm

eg: Calm down, sir. What's the trouble?/ Just calm down, there’s nothing to worry about! / We tried to calm him down, but he keep shouting.

3. be concerned about \with : to worry or interest

eg: My parents are concerned about my studies. /Don’t concern yourself about \ with other people’s affairs. /She’s concerned about his son’s future.

4. go through

1) to suffer or experience; 2) to look at or examine carefully;3) to pass through or be accepted eg: The country has gone through too many wars. / The new law did not go through.

Let’s go through it again, this time with the music.

5. set down

1) to make a written record of; write down 2) put down

eg: I have set down everything that happened. /I will set down the story as it was told to me. Please set me down at the next corner.

6. a series of + pl. & n 做主語時，謂語動詞用單數(shù) 一連串的，一系列的，連續(xù)的 eg: There has been a series of car accidents at the crossing.

These days I have read a series of articles on reading.

A series of TV play is on Channel 1 these days.

7. on purpose : intentionally; with a particular stated intention

eg: He did it on purpose.

“I am sorry I stepped on your toe; it was an accident.” “It wasn’t! You do it on purpose.” I came here on purpose to see you.

8. according to : as stated by sb. or sth.

eg: They divided themselves into three groups according to age. /Please arrange the books according to size. /According to the Bible, Adam was the first man. /According to her, grandfather called at noon.

9. fall in love : begin to be in love (with sb.)

They fell in love at once; it was love at first sight. /What will he do if his daughter falls in love with a poor man? /They fell in love with each other for years.

10. join in: to take part in (an activity)

They are going to join in the singing. /She started dancing and we all joined in. /Would you like to join in my birthday party?

(四) 鞏固練習： 閱讀后

1.讓學生做理解部分的練習。

2.利用“理解”部分的練習，問學生： Imagine you had to go into hiding like Anne and her family. What would you miss most? Give your reasons.

讓學生討論，并且將答案列出來。每一組可以決定出本組認為最好的答案。最后全班選出最佳的答案。

(五) 布置作業(yè)：

1.再次通讀一下這篇短文,嘗試復述它。

2.做完練習冊的作業(yè)。

3.用幾句話表達你對朋友和友誼的理解。

設計意圖：為了鞏固今天所學的內(nèi)容，以此來培養(yǎng)學生的語言組織和表達能力以及考察對課文的理解情況。

課后反思：本節(jié)課分層教學，在閱讀課文，理解課文的基礎上進行課文知識點的細致處理。 需要改進的地方：單詞短語部分講解過多，占了很多時間，可以將其改為課后練習的形式。 在以后的教學中要注意改進。

安妮的日記英文篇三：英語說課

NSEFC1 Unit One Friendship

The first period （說課稿）

大家好！今天我說課的內(nèi)容是高一英語新課程實驗教科書必修1 Unit One， The first period。下面我就從教材分析、教法分析、學法分析、教學過程、教學評價五個方面進行說明。

一、教材分析

（一）教材的地位和作用

本節(jié)課是本單元以及本教材的第一節(jié)課，本課談論的是：朋友是不是僅限于人類、朋友的真正含義、如何與人相處的問題等關于朋友的話題。本課涉及的有陳述句和疑問句的直接引語和間接引語的掌握和運用等語法要點。學生從初中到高中，來到一個新的學校，同學彼此陌生，不免想起老同學，老朋友。這樣的話題正好能引起學生的興趣。而且本課的內(nèi)容和語法的啟發(fā)性和實用性都很強，能使學生在學中用，在用中學，對綜合提高學生的聽說讀寫能力有較好的促進作用。

（二）教學目標

英語教學大綱規(guī)定，通過聽說讀寫的訓練，使學生獲得英語基礎知識和運用英語的能力，激發(fā)學生的學習興趣，為進一步學習打下良好的基礎。因此，我制定以下教學目標： 知識目標：1、掌握和使用陳述句和疑問句的直接引語和間接引語。

2、討論朋友和友誼。

3、學習掌握本課的重點詞匯。

技能目標：1、學會閱讀的技能——scanningand skimming 。

2、通過談論朋友和友誼，既鍛煉學生的語言運用能力，又培養(yǎng)了學生發(fā)現(xiàn)問題、思考問題、解決問題的能力。

3、理解閱讀文段，復述故事。

情感態(tài)度：1、患難之交才是真朋友。

2、知音難得。

3、海內(nèi)存知己，天涯若比鄰。

文化意識：認識德國納粹黨。讓學生了解那段德國法西斯殘害猶太人的歷史，使學生在感受外國歷史文化的同時自然而然的習得語言。

（三）重點與難點

重點：1、訓練scanningand skimming等閱讀技能。

2、認識朋友的真正含義以及與人相處的問題。

難點：1、閱讀技能的訓練。

2、陳述句和疑問句的直接引語和間接引語的互相轉(zhuǎn)換(人稱的變化、時態(tài)的變化、指示代詞、時間狀語、地點狀語和動詞的變化)。

（四）教具

本課利用錄音機、投影儀等輔助設備，激發(fā)學生的學習興趣，調(diào)動他們的積極性，為展開話題提供豐富的材料，使教學收到事半功倍的效果。

二、教法分析

在新課程背景下，教師要成為學生學習的促進者、組織者和合作者。本課采用討論法，主要采用小組合作討論的方式。在讀前階段我就提出問題，讓學生思考討論是不是只有人與人之間才可以交朋友，然后在閱讀中通過安妮的日記向?qū)W生說明我們也可以與動物及無生命的日記交朋友。在深刻理解、充分訓練的基礎上，我再引導學生深入討論幾個與本課有關的話題，展開教師為主導、學生為主體的師生雙邊活動。通過創(chuàng)設真實自然的語言環(huán)境，使學生在語言實踐中把語言知識和技能主動轉(zhuǎn)化為交流能力，變苦學為樂學，從而培養(yǎng)學生大膽用英語進行交際的能力。

三、學法分析

教務于學。傳統(tǒng)教育的弊端是教師“滿堂灌”，只重視怎么教而忽視怎樣學，結(jié)果高分低能的現(xiàn)象十分嚴重。為了改變教師牽著學生鼻子走的被動狀態(tài)，我通過創(chuàng)設話題，寓教于樂，引導學生自學、自做、自助、自悟，讓學生學會自己動手，收集信息、處理信息，用所學語言去實踐和解決問題，使學生在運用語言的過程中感悟體驗所學語言的規(guī)律，培養(yǎng)語言意識，積累語言經(jīng)驗，形成語言感覺，達到語言運用的目的。從而使學生真正成為學習的主人。

四、教學過程

新課程改革的核心理念是“一切為了學生的發(fā)展”。學生的英語學習不僅僅是掌握幾個單詞和句型，更重要的是學會運用語言來交流思想，辦實事。因此我精心設計了以下教學環(huán)節(jié)：

（一）激趣導入，務于新知

一節(jié)課的良好開始，對于整節(jié)課教學的順利進行起著至關重要的作用。在Warming up 部分我分四步進行：

1、用問問題的形式導入(屏幕顯示)。同時板書Unit 1 Friendship。

Do you have any friends?Are you good to your friends?

Which kind of friend do you think is the best friend?

2、做調(diào)查：在Warming up部分有5個問題，我讓學生獨立完成。然后在屏幕上顯示下列表格。

3、調(diào)查結(jié)果：顯示各得分情況所對應的調(diào)查結(jié)果，讓學生自行對照。

Grade 1 (5分以下)直截了當，做事果斷，沒考慮不良后果。

Grade 2 (10分以下) 能用更合理的方法處理問題，又不傷朋友之間的感情，但自己的利益有時會受損。

Grade 3 (10分以上) 不傷感情，又能保全自己利益。

通過調(diào)查問卷的形式，引導學生了解日常生活中朋友之間發(fā)生的真實問題以及解決這些問題的方法，最后的問卷調(diào)查結(jié)果讓學生興趣和熱情倍增，這樣能促使學生很快進入語言學習和探究活動中去，愉快的進入學習狀態(tài)。

4、學習三句諺語，使學生明確對待朋友和友誼的態(tài)度。

A friend in need is a friend indeed.患難之交才是真朋友。

Real friends are few and far between. 知音難得。

Long distance separates no bosom friends. 海內(nèi)存知己，天涯若比鄰。

（二）創(chuàng)設話題，教學新知

新課程指出，教師不再是居高臨下的管理者，而是學生學習的促進者、組織者、合作者。

1、我布置Pre-reading部分的幾個問題啟發(fā)學生對“朋友”和“友誼”進行思考，使學生明確不僅人與人之間可以做朋友，日記也可以成為人們的朋友。接著讓學生就問題進行小組討論。然后讓個別學生回答問題。

接著屏幕顯示我補充的問題：

Why do you need friends?

What do you think a good friend should be like?

Does a friend always have to be a person?

讓學生討論后回答。引出課文的主題 Anne’s best friend –DIARY.

2、介紹故事背景：這是一個真實的故事。1933年－1945年，納粹黨對德國人民進行法西斯統(tǒng)治。只要他們一發(fā)現(xiàn)任何猶太人，就會把他們送到東歐波蘭的集中營區(qū)。為了避免被抓，安妮和她的家人選擇了躲藏，藏在了一棟房子的閣樓里，在躲藏的日子里，她只能和日記交朋友，她把心里一切的感受都告訴了日記，后來《安妮日記》出版后，很快成為全世界廣為流傳的一本書。

3、教學新的語言項目和句子結(jié)構(gòu)。我在教學語言項目的時候，一是培養(yǎng)學生根據(jù)語篇、語境來猜詞，一是用舉例的方式來說明詞的用法。

（三）閱讀文段，強化新知

1、Scanning（查讀）:學生們在了解了當時的歷史背景后，以及理解了安妮當時的心境和為什么將日記視為自己的朋友，這樣才能深刻理解安妮日記的內(nèi)涵。在此基礎上，我設計了幾個問題，讓學生帶著問題聽錄音。這樣做能使學生更加集中注意力，抓住重點。（屏幕顯示）。 Why did Anne make her diary her best friend ?

When did this story happen?

How long did they hide before they were discovered?

Anne’s best friend：

When was the diary written?

Why didn’t she go downstairs until the window had to be shut?

Sample diary:

2、Skimming(略讀)：在學生對課文進行了探究之后，學生已經(jīng)將課文的大部分內(nèi)容融會貫通，消化理解了。這時讓他們通過討論來解決問題，可以使學生的學習潛能得以挖掘。（屏幕顯示談論的主題）

Make a free discussion.（Ex3 in comprehension）

* What would you miss most if you went into hiding like Anne and her family? Explain why. * How would you describe Anne’s feelings as she was looking out into the night sky?

（四）難點再現(xiàn)，深化新知

在一節(jié)課結(jié)束前幾分鐘將重難點知識進行總結(jié)和歸納，是提高課堂教學效率的有力措施。我在屏幕上又顯示了下列的句子，讓學生明確什么地方需要加強，學習策略要做怎樣的調(diào)整。 Explanation ：

* She said, “I don’t want to set down a series of facts in a diary as most people do, but ……” (Change Direct Speech into Indirect Speech)

* I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. (it’s because ……that )

* It was the first time in a year and a half that I’d seen the night face to face ……(Understanding Anne’s inside thoughts.)

（五）布置作業(yè)，鞏固新知

為了鞏固今天所學的內(nèi)容，我要求學生課后用100字左右來復述故事，完成Comprehending里的關于直接引語和間接引語的練習。

最后，我說一下我的板書設計。為了濃縮教學內(nèi)容，使學生對新課內(nèi)容能一目了然，印象深刻，我采用綱目式設計板書，左側(cè)列出課文中出現(xiàn)的重要的單詞和詞組，右側(cè)列出重點句型。 Unit 1Friendship

1、Useful words and expressions 2、 Important structures

五、教學評價

這一節(jié)課我主要采取任務型的教學形式，從任務呈現(xiàn)到任務準備（也就是知識與技能的教學），學生們在完成任務的驅(qū)使下，得到了語言交際和思想交流的機會，在討論問題的過程中把知

識和技能轉(zhuǎn)化為交流能力。我以與學生平等的身份參與到學生的交際和交流中去，這充分體現(xiàn)了師生互動、生生互動的教學思想，從而達到預期的目的。

I’ve been studying history in China

(Reading part)

Good morning/afternoon, everyone! I'm very glad to stand here to interpret my lesson. Today, my topic is I’ve been studying history in China. My lesson consists of several parts—analysis of the teaching material, students, key and difficult points, teaching procedures ???. Ⅰ. Analysis of the teaching material

First of all, let’s focus on the analysis of teaching material. This passage talks about “how long have you been doing things”. The article is about a man, Leo, who is interested in Chinese history-learning. Students will learn to use the present perfect progressive. The content of the lesson is related closely to students’ actual life. All designed activities in this period encourage students to use the reading strategies. This can help students improve their reading skills and ability of understanding. Students can learn some import and useful phrases and sentence structures as well.

Ⅱ. Analysis of the students

Next, it is about my students. My students have been studying English for more than five years. They also keep strong interest in English study. Their attention can be scattered easily. This lesson plans to present the text through some activities, such as guessing, competition, role-play, etc to strengthen students’ interest an attention.

Ⅲ. Analysis of the teaching aims

Based on the syllabus and the analysis, I set the teaching aims as follows:

Knowledge aim:

1. Students can recognize some words, such as capital European, Australian, Jewish, Jew, more than, thousand, emperor;

2. Students can use the sentence structure, such as “this is a/an with?; ? is ..more than ..;”.

3. Students will be able to identify present perfect progressive.

Ability aim:

Through reading this passage, students’ strategy of reading, such as scanning and skimming will

be improved.

Emotional aims:

Students will be interested in learning about Chinese history and western history

Ⅳ. Analysis of the key and difficult points

Teaching Key Points:

How to use the reading strategies for comprehension

2. Get the further understanding of the article

Teaching Difficult Points:

1. Comprehend and analyze of long and difficult sentences.

2. How to cultivate students’ interest.

Ⅴ. Analysis of teaching and study methods

To help students achieve the teaching aims, in this lesson I’ll mainly use Task-based teaching method, audio-lingual teaching method and communicative teaching method. For students, I will let them take part in the activities: discussion, guessing, role-play.

Ⅵ. Analysis of the teaching procedures

Next, let’s come to the most important part—the teaching procedures. It includes several parts: warming up, pre-reading, while-reading, post-reading, and summary&homework.

Step1: Warming up

Firstly, I’ll greet students as usual and ask how are their weekends going. Then I will

Show a video about cross talk by Dashan, a famous foreigner actor. And present some pictures about foreigner who is living in China now. Then ask students to have a free talk.

(1)Who is the actor of the cross talk? Do you know the men in the picture?

(2)Are there any similarities between them?

Through the vivid video and pictures, students’ interest will be attracted. The topic is related to this class, it will laid a good preparation for their further reading.

Step2: Pre-reading

Before reading the passage, I will list several questions about history and have a competition. List questions-competition

(1) How many Chinese dynasties can you think of?

(2) How many famous characters from Chinese history can you think of?

相關熱詞搜索：安妮 英文 日記 安妮的日記英文ppt 安妮的日記英文語錄