高中英语必修一教案设计模板（共20篇）

作者：萌讷淼 | 发布时间：2020-05-17 16:31:25 收藏本文下载本文

第1篇：高中英语必修一第一单元教案

Unit 1 Friendship I.Warming Up 1.good: adj.好心的，仁慈的，乐于助人的 be good to sb.: 对某人好 e.g.She’s good to me.I am good to my friends.be good to do sth.: 仁慈的，乐于助人的e.g.Would you be good enough to carry this for me?

good的固定搭配：

①be good at sth.: 擅长做某事 e.g.Tom is good at swimming.I am not good at English.②be good for sb./sth.: 有益于某人/某事 e.g.Is this kind of food good for us?

Sunshine is good for your plants.③be good for sth.: 适合干某事、适宜于某事 e.g.She would be good for the job.This beach is good for swimming but bad for surfing.→be bad for：a.对……无益处 b．不适于……

2.add up: 把……全加在一起

e.g.Add up all these figures and you will know the result.add的固定搭配

add to: 加，增加，添加

e.g.Fireworks added to the attraction of the festival night.add sth to: 把某物添加到…… e.g.She added some salt to the soup.Please add some sugar to the coffee.add up to: 合计是……

e.g.All the money adds up to 1000 dollars.3.get sth.+ 过去分词

e.g.You’d better get the car repaired.Do you know how to get it colored?

4.upset: adj.不安的，心烦意乱的e.g.I was very upset because I failed the exam.vt.使心烦意乱，使不安 e.g.His rude behaviors upset her.Don’t up set yourself.5.be concerned about: 为……担心；关心，关注

e.g.We are all concerned about her safety.I’m very concerned about his attitude to my work.concerned: adj.关心的，担心的，忧虑的 concern: v.对……有关系，影响

e.g.This concerns the healthy growth of the children.Pay attention to what concerns you.6.should have done: 本应该做某事（虚拟语气,意指过去应该

做的事情，却没有做，含有遗憾、职责等意味）

e.g.You should have told me the news earlier.We should have stopped him.I should have thought of that.→shouldn’t have done: 本不应该做（指过去不应该做的事

情，却做了）

e.g.He shouldn’t have come at all.You shouldn’t have told her the news.

第2篇：高中英语必修一unit1教学设计

高一英语必修一教案：Unit1

1.能力目标：

a.Listening: get information and views from the listening material;

b.Speaking: expre one’s attitude or views about friends and friendship in appropriate words.c.Reading: enable the Ss to get the main idea

d.Writing: write some advice about making friend as an editor

2.知识目标：

a.Talk about friends and friendship;how to make friends;how to maintain friendship

b.Use the following expreions:

I think so./ I don’t think so.I agree./ I don’t agree.That’s correct.Of course not.Exactly.I’m afraid not.c.to enable the Ss to control direct speech and indirect speech

d.vocabulary: add point upset calm concern carele loose cheat reason list share feeling thought German series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit

add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in

3.情感目标:

a.To arose Ss’ interest in learning English;

b.To encourage Ss to be active in the activities and make Ss to be confident;

c.To develop the ability to cooperate with others.4.策略目标：

a.To develop Ss’ cognitive strategy: taking notes while listening;

b.To develop Ss’ communicative strategies.5.文化目标：to enable the Ss to get to know different opinions about making friends from different countries.Teaching steps:

step1.lead-in

1.let students talk about their summer holidays and their feelings.then get them to talk about friends, such as old friends in junior middle school, about their appearance, personality, hobbies, etc.poible questions:

（1）how did you spend your summer holidays? how did you feel?

（2）what do you think of our new school? do you like it? could you say something about it?

（3）do you like making friends? how many good friends do you have? what are they like? step 2.brainstorming

（1）what qualities do you think a good friend should have?

honest, loyal, friendly, brave, humorous, funny, wise, kind

（2）what proverbs do you know about friends and friendship?

eg: a friend in need is a friend indeed.friends are just the people who share your happine and sorrow.to have a friend, you need to be a good friend.a life without a friend is a life without the sun.a man who has friends must show himself friendly.step3.pre-reading

1.why do you need friends?

2.do you think a diary can become your friend? why or why not?

3.what do you know about world war ⅱ?（show pictures about world war ⅱ on ppt）

let students answer the above questions and give them some background information about the author anne frank, and show them some pictures of her.step4.fast reading

let students skim the text and answer these questions.1.who was anne’s best friend? 2.why did she make friends with it?

3.when did the story happen? step5.careful reading 1.listening to the tape with 3 questions:

(1)what did she do?

(2)why did she do that way?

(3)how did she enjoy herself? 2.summarize the main idea for each paragraph in one sentence.(students may discu it in pairs and they are supposed to produce a concise answer.)3.do exercise 2 on page 3.step 6.post-reading discuion: 1.divide the whole cla into 8 groups and elect a group leader of each group.(1)why did anne write such a diary?(2)what's anne's tone? in other words, is she angry, sad, happy or frightened ?(3)the structure of this paage: narrative writing.what phrases or sentences are used to describe a situation ,a problem ,or a person or a place ? 2.talking about friends and friendship(1).there are many proverbs about friends and friendship.choose the one you agree with and explain why, then choose one you disagree with and explain why.a friend in need is a friend indeed.friends are like wine;the older, the better.a friend to all is a friend to none.false friends are worse than open enemies.walking with a friend in the dark is better than walking alone in the light.(2).we have talked about friends and friendship today, can you write one or two sentences to expre your understanding of friends and friendship.step 7.homework 1.use the internet to find out more about some background knowledge of world war and anne’diary.2.write a diary about something you met.

第3篇：高中英语必修一unit3 教学设计

必修一第三单元 Travel Journal

一、教学内容介绍

该课是根据高一英语新教材第一模块第三单元Travel Journal中课后学生用书中的Writing Task扩展而成的一节活动课，是新课程教学实践中一次较为大胆的尝试。该课教学抛开传统的教师教学生学的教学方法，让学生在课前通过小组分工合作制作英语旅游海报和课件，并在课堂上开展大量的"任务型"活动来让学生体验语言，从而提升学生综合语言运用的能力，并通过活动培养学生自主学习和合作互助的精神，激发学生学习英语的热情。

二、设计理念

（一）英语教学主要任务之一是培养学生良好的学习习惯和学习兴趣，培养其交际和运用英语的能力。要达到这些任务，首先，教师应尽快从旧教材旧教法的框框中解放出来，转变思想，更新观念。若继续沿用传统的重语言知识讲授、重译写和语法教学、轻语言运用能力的培养，调动不起大多数学生学习英语的积极性。其次，应重视学生学习英语兴趣的培养，激发学生的学习兴趣。新时期英语教学要提倡"乐"的观念，情绪越好、越乐观，对所学内容便会发生浓厚的兴趣，学习效果也将越好。再者，在新形势下，转变教学思想是搞好新教材教法的前提，更新观念是用好新教材的保证。英语教师在实际教学中应自觉转变过去以应试为目的的教育思想，充分发挥新教材的优势特点，以突出教材的交际功能为主线来培养学生初步运用英语交际的能力；尽快解决教材新与方法旧的矛盾，变"不适应"为"适应"，掌握教学的主动权。

（二）运用交际手段，培养学生的能力。绝大部分学生主要是在课堂上学习英语，而在现实生活中缺少语言交际的环境和场所。从语言学角度来看，语言是人与人之间最常用、最有效、最重要的一种交际工具。交际能力是指在真实的情景中运用语言进行听说读写、交流信息和思想感情的能力。在教学中我努力创设和提供情景操练的机会，尽可能地将真实生活搬进课堂，注意在教学中为学生创设语言交际的环境。同时，还注意到交际是双向性的，是说者和听者双向交流思想的过程。在这一过程中，双方地位是不断发生变化，互相转换的。所以，尝试着将上课开始教师问、学生答的free talk模式改为放手让学生互相问答，自由对话。

三、学情分析

高一学生思维活跃，有自己的观点和看法，敢于提出不同见解。他们不满足于教科书上的知识，想获得更多的信息。在英语学习上，他们不只是想把英语作为一门死记硬背的课程来学，更希望能学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。三年的初中英语学习，使学生储备了一定的词汇和英语知识，能较好地展开话题讨论，各抒己见。同时，高一新生基本具备一定的电脑操作知识和网上搜索和查阅知识的能力。这些都为本课学生运用信息技术进行课堂整合提供了有力的支持。因此，应结合学生的实际情况，因材施教，激发学生兴趣，让学生主动学习，学有所获。

四、教学方法分析

在教学过程中，教师的基本任务是"导"，即起组织和引导的作用。教师应注意和研究如何启发诱导学生积极主动地参与教学活动。教师在教学中应指导学生自学，掌握自学方法，培养分析问题和解决问题的能力。

五．具体教学设计流程

根据上述的分析，本节课采用了"自主，互动，探究"的教学方式，辅助以多媒体，达到较好的教学效果。教学流程如下：第一步：导入→由教师向学生介绍武夷山三日游，让学生对使用英语推广旅行社先有一个总体的感知。

第二步：小组准备→学生根据课前制作的海报和课件分组准备，并推选代表上台介绍。第三步：小组介绍→小组代表上台展示海报、课件，并进行相关介绍

巩固知识，运用已学知识解决实际问题

第四步：创设情景，引入探究→每组4名组员扮演旅行社工作人员，其余学生扮演游客，到旅行社就详细信息进行咨询。

通过生生互动，探究收集有关的信息，达到知识的整合第五步：小组讨论→选择哪个旅行社，并说明原因

拓展外延，迁移，提高第六步：教师小结归纳六．教学反思

（一）课后小结

本节课是漳州三中开放周市级公开课，作为一名刚走上工作岗位的青年教师，能有此机会实属不易。课后，也通过评议会得到各兄弟学校的宝贵建议，是一次难得的学习机会。作为新课程实践中的一次尝试，无疑是有许多不足之处的，如：对于学生课件展示中出现的用语错误，教师没有及时在课堂上指出；学生课前花一定的时间制作课件，做为课外小组活动，这是否占用学生过多的课余时间，值得探究。但总体而言，收获颇多。

1．初步学会明确任务目标，站在学生角度，精心设计活动。精心设计可操作性强的任务化活动是成功组织任务型教学的首要条件。这样学生可以通过完成具体的任务来学习和巩固语言，积累学习经验和享受成功的喜悦。所以在设计活动时，教师应站在学生的立场上，充分考虑他们的兴趣及认知水平。

2．本堂课使用多媒体教学，旨在体现并调动学生英语学习的积极性，为学生创设了良好的英语交际环境。学生显得乐学，善学，提高了他们自主探究的兴趣，在感悟语言的基础上积极的开展英语思维活动。学生参与方式较好，积极性高。在这堂课中，注重"以人为本"，发挥学生的主动性, 充分体现以学生为中心的教学理念。

3．课堂设计合理，结构流畅，成功的达到教学目标。教师不仅是知识的传授者，还成为学生学习的促进者、指导者、组织者、帮助者、参与者和合作者，除了传授学生必要的语言知识外，还重视学生的个性和兴趣。在这堂课中，教师通过多媒体技术，为学生创设各种语言学习环境，提供丰富的教学资源，拓宽了学生的学习渠道和学习方式。

4．整堂课师生，生生互动性强，在自主、互动、探究的方式中展开课堂教学，充分挖掘课文内容的内涵和外延，联系学生的生活，建构新知。

5．以任务型为教学原则，本案例的每一个任务都是围绕学习者"学"的角度设计的。通过小组活动，培养合作探究能力。学生的每一个活动都具有明确的目的指向和具体的操作要求,实现了英语在真实情境中的应用。

6．充分利用多媒体技术，在信息技术的支持下，改善学生的学习方式，提高教学效果。学生在学习的过程中，学会了通过多种途径获取信息、整理信息、归纳信息、传递信息的能力，判断和识别信息的能力，并恰当地利用信息解决问题的能力。通过使用网络和电脑，培养学生收集信息，处理信息的能力。学生在不断的体验中乐于探究、勤于动手、激发探索和创新的欲望，也为学生应用现代技术手段提供了施展空间。

第4篇：高中英语必修一Unit 1 Friendship教学设计

高中英语必修一Unit 1 Friendship教学设计

第一课时

Warming Up

第一步：教师可以采用以下的不同方式引出本单元的话题；

方案一:

可以直接利用课本热身部分提供的问题来引出话题。这一方案开门见山,不仅能很快切入本单元的主题,而且问题指向明确,学生比较容易展开话题。

方案二：

可以利用其它更为生动、灵活的方式如：在黑板上写下几种“朋友”这个词在不同语言里的表达，让学生猜这些词的意思以激发学生的学习兴趣（教师最好能知道这些不同表达的书写和读音，还可以让学生在课堂上试写和试读）；也可以播放一首以友情为主题的歌曲（无印良品：《朋友》；老狼：《睡在我上铺的兄弟》）或一段描述友谊的电影片段（韩国电影《朋友》导演：郭京泽主演：张东健），然后让学生就所播放素材的主题展开讨论，进入本单元话题；教师还可以引用一些国、内外谈论朋友的名人名言（见背景资料）来展开话题。

方案三：

可以事先让学生准备一张好朋友的照片，然后在课堂上让学生展示自己的朋友的照片并描述其主要特点。也可以让学生介绍自己新学期在新的班级里交到的朋友（此方案适合程度较好的班级）。

开展活动时可以全班一起进行，也可以分小组进行，但要提醒学生用英语进行表达。教师可以事先做一个brain-storm，在黑板上列出一些描述人物的常用词汇和句型以帮助学生顺利完成接下来的活动，如：

Personality：kind generous humorous

Appearance：handsome pretty good-looking tall

Hobby：sports reading traveling

In my opinion / I think / As to me, he(she)is a...person.He(She)always wears....He(She)looks like....We always do...together.第二步：学生完成课本热身部分的问卷调查。在一些学生程度较好的班级，教师还可利用网络或其它资源对原有的问卷进行一定的补充，丰富问卷内容（见背景资料），让学生计算得分并根据教师公布的各分数段所对应的性格类型得出自己的调查结果；（在调查过程中，教师可以对问卷内容中的部分新单词和词组作简单的解释以帮助学生顺利完成问卷。建议教师有针对性地保留对部分生词和词组的解释以锻炼学生的阅读理解能力）

第三步：小组活动，学生分成若干小组，讨论朋友之间建立友谊的基础，可能会出现的问题以及相应的解决方法或建议；

第四步：学生发表讨论结果；

方案一：

直接提问学生，公布讨论结果。

方案二(此方案适用于程度较好的班级)：

教师设计一个小型的采访活动让学生分角色进行role-play（教师根据学生的实际语言基础来要求讨论和发言时使用的语言，应鼓励学生尽量用英语表达并且提供相关的句型和词汇作为提示,如:

What kind of person are you according to the survey?

Do you thin can be a good friend to others? And how?

What do you think are the basients we need to r friendship?

第五步：教师整理学生讨论和发言的内容，并针对友谊这一话题提出自己的看法和建议供学生参考, 如：Everyone needs friend.（如果条件允许还可以要求学生在课后将在讨论中得出的好方法和建议搜集起来制作成小册子互相传阅和学习）。

Pre-reading

第一步：小组讨论：Does a friend always have to be a person? What else can be your friend?

第二步：教师根据学生的答案引出阅读部分的话题，可以增加更为具体和深入的问题，如：

How can animals / other things be our friends?

What are the(dis)advantages of having...to be our friends?

Using Language

Listening(Page 6)

第5篇：高中英语必修一教案unit1 1

Unit1教学目的：Goals Talk about friends and friendship Practise talking about agreement and disagreement Practise giving advice and making decisions 教学内容：a.Talk about friends and friendship b.What do friends and friendship mean? c.What should you do to be a good friend? 教学重点：a.Talk about friends and friendship.教学难点：Understand the real meaning of friends and friendship.教学课时：2 教学过程：

a.Fast reading.b.Dealing with comprehension questions.c.Discuion.d.Student-centered vocabulary learning.一、复习发音口诀表。学习第一单元的单词。

二、新课

Step I Leading in As this is the first cla of a new term, teacher can lead the Ss to think of making new friends in the strange school.T: Welcome to our school, everyone.You have a new school, new teachers and new clamates.Would you like to make new friends with each other? S: Yes, of course.T: Very good!Step II Warming up

First, ask each student to make the survey by filling the form and choose the answers.Teacher shows the scoring sheet to them, add up their score and see how many points they can get all by themselves.Second, teacher shows the instruction.Get the Ss to judge which grade they belong to according to their points and decide if they are good friends or not by themselves secretly.Third, they’ve known how well they treat their friends and what they should do to be a good friend themselves.T: Do you have any friends? S: Yes, I do.I have made a lot of friends.T: Are you good to your friends? S: Yes, of course.T: We always think we are kind to our friends.But in fact, we are not quite sure if we are considerate enough? Now let us make the following survey.First, please choose the answers all by yourselves.The Ss are choosing the answers.T: Are you finished? Ss: Yes.T: OK, I’ll show you the scoring sheet on the screen.Please fill in the following form quickly.Add up your scores and see how many points you can get all by yourselves.Are you clear? Ss: Yes, sir / madam.Show the following form and the scoring sheet on the screen.作业

Retell the text using about 100 words.课后拓展 1.Description of your unusual friend.2.How do you become friends? 3.How do you get along with each other? 教学反馈：Description of your unusual friend.

第6篇：高中英语必修一unit2阅读教案

必修一Unit2 The Road to Modern English

第二课时

阅读课

一、教学内容：Pre-reading;Reading;comprehending(p.9)

二、教学目标 1．能力目标：

1）学生通过阅读文章能够从篇章结构的角度出发描述英语语言发展的历史过程。

2）学生能够在阅读的过程中对主要的阅读信息进行记录，并能根据这些信息对原文进行复述。

3）学生能够列出影响一个国家语言发展的所有因素并对此能够进行解释。2．词汇目标：

official, voyage, because of, native, come up, apartment, actually, AD, based, at present, gradually, Danish, vocabulary, make use of, spelling, latter, identity, fluent, Singapore, Malaysia, such as 3.情感目标：

学生通过学习英语的发展史，激发对学习英语的兴趣。

三、教学方法

运用多媒体课件演示，结合图片音频文件等来进行课文的学习，激发学生的学习兴趣。采用启发式引导、开放式探究、互动式讨论、反馈式评价的教学方式。

四、教学步骤：

步骤一复习导入新课（2分钟）

1.通过图片对话展示，让学生在轻松愉快的氛围中进入新课。

2.利用连线题进行英美英语的对比，激发学生的兴趣和对比意识。

【设计意图】

通过视觉和听觉刺激，从一上课就调动学生的学习积极性，为本课学习营造良好的学习氛围。英语的发展对学生来说是一个比较陌生的话题，所以学生头脑中可能没有相关的背景知识，教师只能从简单的问题入手，启发学生进行思考。步骤

二、阅读听说理解文章（20分钟）

1.fast reading 部分要求学生迅速阅读课文，找到文章主旨大意，并完成填空题。2.careful reading 要求学生逐段细读，能够根据阅读回答每段问题。【设计意图】

通过对阅读过程一系列活动的设计，教师可以培养学生在阅读中使用预测、预览和记录主要阅读信息来实现对文章表层信息、深层信息和推理信息的掌握。步骤

三、练习反馈概括收获（8分钟）1.做true or false 练习题，回顾文章。2.再熟读一遍课文并根据课文填空。【设计意图】

通过练习中的知识对比，再次回顾文章，加深理解。步骤

四、课后讨论提升能力（8分钟）

把学生分组，根据课件上的问题进行讨论。然后每个组派一名代表进行汇报。

1.Why do you think people all over the world want to learn English? 【设计意图】

为学生搭建交流平台，激励参与，培养他们说的能力。并且，帮助他们深层次理解英语，加强他们对英语的了解和热爱。步骤

五、布置作业迁移应用（2分钟）

根据学生以上讨论的问题及学生的不同兴趣来自主选择一个话题写一篇短文。

【设计意图】

让学生自主选择话题，既照顾了学生的学习兴趣，又体现了因材施教的原则，使整个教学环节更加完整。

教学活动设计：

本节课是一节阅读课，重点培养学生的阅读能力以及听说读的能力。本课采用individual work, pair work, group work 等多种形式，锻炼了学生的各种能力，并培养了学生大胆说英语的习惯。

第7篇：高中英语必修二第一单元部分教案

为您服务教育网http://www.xiexiebang.comN）—Thailand’s tsunami death toll could reach 8000，with more than half of those foreign tourists holidaying in the nation’s southern resorts when the disaster struck.There are more than 3000 visitors from Sweden among the miing in Thailand，and the Scandinavian nation is braced for（准备对付）what could be the worst natural disaster toll in its history.Swedes greeted the New Year with a national day of mourning Saturday，flying flags at half-staff and lighting candles for the miing.Thailand’s Prime Minister Thaksin Shmawatra said Saturday many of those who were still listed as miing were likely to be dead.“Many corpses will be floating in the sea，” Thaksin said，according to wire reports.“Of the 6500 miing，it is likely that they could mostly be dead as many days have paed.”

Thailand’s official death count is 4812.As the search for bodies continues，Thaksin said his government would investigate why the tsunami warnings largely failed to reach officials and tourist resorts.“We will have to investigate the whole incident.When it happened，why we were not warned，” Thaksin said in his weekly radio addre.Officials at the country’s meteorological department did iue some warnings before the waves slammed into tourist resorts and fishing villages，but they only got through to a handful of officials，the Aociated Pre reports.It is thought around 20000 Swedes have traveled to Thailand this holiday season，to escape the cold winter of northern Europe.While only 59 Swedes have so far been confirmed dead，authorities are fearing this tragedy may well become the worst natural disaster in the nation’s history.With a population of only 9 million，Sweden’s expected lo of life almost matches that of Indonesia，and is exceeded（超过）only by Sri Lanka.Questions：

（1）The tourists from which country have the largest number of deaths in Thailand except the natives？

（2）Why did Swedes make flying flags at half-staff？（3）What can we learn from Thaksin’s words？（4）What’s the main purpose to write this paage？（5）Why Swedes like traveling to Thailand in winter？ Answers：

（1）The tourists from Sweden have the largest number of deaths in Thailand except the

natives.（2）They did it in order to memorize/mourn the victims in the tsunami.（3）Thaksin was angry at why few people were warned of the tsunami.（4）The writer wrote the paage to report Thailand’s tsunami.（5）They traveled to Thailand because they wanted to avoid the cold winter in their own country.Titanic One night in April 1912，a new ship called “TITANIC” was croing the Atlantic.It was the biggest and most luxurious ocean liner（豪华远洋客轮）of that time.The ship was going very fast.It was carrying 2224 paengers，including men，women and children.The paengers were all having a good time when the ship suddenly struck an iceberg.The iceberg tore a great hole in the ship’s side and it began to sink.There was a great alarm on board.Warning bells rang out.Everyone rushed to lifeboats，but there was not enough room for them all.The lifeboats took mostly women and children.It was a terrible scene.Wives were weeping because they had to leave their husbands to drown.Children were crying，because they had to say goodbye to their fathers.The men had to remain on the ship.Another ship was paing nearby.The “TITANIC” sent out signals for help，but no help came.In the early hours of the morning the “TITANIC” sank while the band was playing bravely on deck.Twenty minutes later，another liner arrived on scene and helped to rescue the survivors from the icy water.But more than two thirds of the paengers went down with the “TITANIC”.It was one of the greatest sea disasters of all time.Questions：

1.Why did “TITANIC” sink with many paengers？

2.How many paengers went down with the “TITANIC” according to the paage？ Answers：

1.The ship was struck by an iceberg and was torn a great hole in its side.2.More than 1480 paengers went down with the ship.

第20篇：人教版高中英语必修一Unit1 friendship阅读课教案

Leon Plan 学科英语

赖菲菲

2015120101 Background information: Students:40 senior high school students, Grade 1.Leon duration:45mins Teaching objectives: Knowledge objective: By the end of this leon, students will be able to use some important words and phrases in the paage, for example, hide, outdoors, go through, on purpose, a series of and so on.Ability objective: By the end of this leon, students will

1.learn some reading strategies about narration, such as paying attention to time, places and characters, finding out specific information, retelling and the like.2.learn about the formats of a diary or a letter.Emotion objective: To get the students to realize the importance of friends and friendship.Teaching contents:Unit 1 Reading: Anne’s best friend Teaching aids: PPT, blackboard, chalk Type of the leon:reading Teaching procedures: Step1: Pre-reading(8mins)1.Warming-up(1min)Enjoy a piece of music and find out its theme.2.Divide students into 3 groups and ask them to discu two questions.Afterwards, choose representatives to show their answers.(3mins)⑴Do you think friends are important to us? Why do you think so? ⑵Does a friend always have to be a person? What else can be our friend? 3.Go through the text quickly to find out:(1min)⑴how many parts it contains? ⑵what the different parts are about? 4.Get students exposed to the background information about the paage and introduce the reading methods about narration, that is, “5W1H”.(3mins)Step2: While-reading(24mins)1.First reading(8mins)Scan the text and find out some specific information according to the questions.And then fill in the form and join the correct parts of the sentences.Choose some volunteers to share their answers.2.Second reading(10mins)⑴Read the paage again and answer the following question.What were Anne’s deepest feelings and thoughts? Use some words to describe her feelings? ⑵Ask students to think about their feelings towards Anne’s experience.Select several students to show their answers.3.Third reading(6mins)Make students retell the stories sentence by sentence.Step3 Post-reading(10mins)Group discuion: Imagine you have to go into hiding like Anne and her family.What would you mi most? Give your reasons? Step4 Talk about quotes about friendship(2mins)1.True friendship is like sound health;the value of it is seldom known until it is lost.2.A friend is one who walks in when others walk out.3.A friend is one who believes in you when you have ceased to believe in yourself.4.A friend in need is a friend indeed.Step5 Homework and optional activity(1min)Homework: 1.Look up ''go through'' in the dictionary and find out all its usage.2.Write a diary about your good friends.Optional activity:Learn to sing the song“Auld Lang Syne” together.Reflection: 1.Ways to question students should be diversified and try to get more of them involved.2.While students are discuing, the teacher ought to walk around the claroom to ensure the atmosphere and give aistance when it is neceary.