导读：第1篇：高考学生英语教案 Objectives ■ To use pictures to help understand new words and to use the dictionary to check meanings. ■ To read a text quickly to find specific information. ■ To practise the Present Simple Passive,... 如果觉得还不错，就继续查看以下内容吧！
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第1篇：高考学生英语教案
Objectives
■ To use pictures to help understand new words and to use the dictionary to check meanings.
■ To read a text quickly to find specific information.
■ To practise the Present Simple Passive, Present
Continuous Passive, Past Simple Passive, Present Perfect Passive and Past Continous Passive.
Resource used
Grammar Summary 5.
Possible problems
Students should be encouraged to use the Passive. It is used more in English than in many other languages.
Background Communal celebrations mark events such as changing seasons, religious days or political events; music, dance or costume are usually involved. Routes through the material
■ If you are short of time, set some of the exercises for homework.
■ If you have time, use one of the Options ideas.
■ If you have two periods for this lesson, a suitable natural break is after Exercise 4.Language Power: pages 76C77. Mini-Grammar 9ReadingBefore you start
Exercise 1
■ Students look at the pictures and guess what is happening and what is being celebrated. Ask them to describe what they can see.
■ Students discuss what their favourite seasons are and list the festivals in China which are associated with each season. Read to learn
Exercise 2
■ Students look at the three titles (Summer, Autumn, Winter) and suggest which festivals are associated with these three seasons in China and if there are any associated with Spring.
■ Students read the texts quickly and do the matching.
AnswersPicture 1?CC the Dragon Boat Festival
Picture 2CA the Mid-Autumn Festival
Picture 3CB the Lantern Festival
Exercise 3
■ Divide the class into three groups. Each group reads one section of the text carefully and writes four or five questions about it. Then give the class three orfour minutes to read the whole text again. Students close their books, and in turn each group asks its questions for the rest of the class to answer.
■ Students read the text again and fill in the table with the text information they get.
■ Have students check their answers in pairs.
■ Encourage students to add another festival they know well.
■ Students read the questions and find the answers in the texts by reading the texts again.
■ Have students talk about their festival in pairs.AnswersPassage A:
the Mid-Autumn Festival, September or October, moon cakes
Passage B:the Lantern Festival, the fifteenth of the first month of the lunar calendar, sweet dumplings
Passage C:the Dragon Boat Festival, the fifth day of the fifth month of the lunar calendar, Zongzi
Exercise 4
■ Students discuss in pairs and tell the class their opinions.
Language Power: the Word Corner on page 79 givesfurther practice in vocabulary (clothes).
GrammarTHE PASSIVE (I)
Exercise 5
■ Students identify that the passive is used when we don’t know or there is no need to say who the “doer” of an action is.
■ Students then do the exercise, finding the sentences in the text and completing the verbs.
■ Refer students to Grammar Summary 5 to make sure they understand how to use the Passive correctly.
■ For further practice, ask students to answer questions about their school (or town), e.g. “When are school examinations held?
When are school reports written? Where is football played?
When are bells rung? When was this classroom cleaned? When was this school built?”Answers1. are made 2. were, organized
Exercise 6
■ Have students look at the given sentences and ask them what tenses are used in them.
■ Encourage students to draw rules for the formation of the passive forms. Ask them to refer Grammar Summary 1,3,4 and 5 on pages 92?C93.
Answers1. has been arranged
2. is being collected
3. was being painted
Exercise 7
■ Ask students if they have heard of the Water Festival.
■ Students read the text to find out about the festival. Then read the text again and complete the verbs.
Answers1. is celebrated 2. is splashed 3. are carried
4. are told 5. is related 6. are washed
7. are raced 8. are launched
■ Have students close their books and ask them to say what they can remember about the festival.
Exercise 8
■ Students work in pairs, changing the sentences into the passive. Answers
1. My health is being affected by stress.
2. People are being moved out of the houses.
3. The mini-helicopter has already been invented by him.
4. The forest fire has been put out by them.
5. The car was being repaired when I got there.
6. The house was being decorated when the accident happenedVocabulary
Exercise 9
■ Students may need to go back to the text to review the words before they start filling in the blanks.
Answers1. is lit 2. has decorated
3. mark 4. celebrate
5. was included 6. was burnt down
7 take part in 8. be boiled
Language in Use
Exercise 10
■ Students work in groups, writing out the questions and
adding more of their own questions using the Passive. Tell students they must know the answers to their questions. If you wish, they can finish the questions for homework and use reference sources to check their answers. Each group should have between 10?C15 questions.
Answers
1. Where is the Mid-Autumn Festival celebrated? (In China)
2. Where is “zongzi” eaten? (In China)
3. When is the Lantern Festival celebrated? (In China)
4. Who was the telephone invented by? (By Alexander Graham Bell)
5. Who was Romeo and Juliet written by? (By William Shakespeare)
6. Where are BMW cars made? (In Germany)
Options
PracticeIn groups, students prepare a written description of Spring
Festival in China. Tell students they are writing for English speaking readers who have not visited China. Students can follow the structure of the texts in the coursebook and, if possible, illustrate their text with a suitable drawing or photograph. When the groups have finished, they can exchange papers for others to read.
Extension
Students, working individually or in pairs, carry out a research project (using reference books or the Internet) to find out about a seasonal festival in another country. Students then prepare a short talk about this festival to give to the class.
第2篇：高考学生英语教案
教学目标
To help students learn to express attitudes, agreement & disagreement and certainty
To help students learn to read the text and learn to write diaries in English
To help students better understand “friendship”
To help students learn to understand and use some important words and expressions
To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text
教学重难点
Words
upset, ignore, calm, concern, settle, suffer, recover, pack
Expressions
add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in
Patterns
“I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do.
I stayed awake on purpose until half past eleven…
…it was the first time in a year and a half that I’d seen the night face to face…
教学工具
ppt
教学过程
Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?
1. Warming up
⑴ Warming up by defining friendship
Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?
Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen.
Then what is your opinion about friendship?
Do you think that friendship is important to our life? Why?
⑵Warming up by learning to solve problems
Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely.
Common problems among teenagers
Solution
Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.
Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.
Situation 1: Friends get angry with each other when they try to talk about something difficult.
Try to understand your friend/ Try to talk about the problem in a different way.
Situation 2: Friends don’t know how to apologize
Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point.
Situation 3: Some friends don’t know how to keep secrets.
Keep your secrets to yourself
Tips on being a good friend
Treat your friends the way you want to be treated. Keep secrets that are told to you.
Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend.
⑶Warming up by doing a survey
Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship.
To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友).
Now please do the survey on page one.
Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.
第3篇：高考学生英语教案
Wish you were here-----language points
Welcome & reading
1. I wish you were here.
wish 后面跟宾语从句，从句中要用虚拟语气，即时态往前推一格， be动词改成过去式时，用 were。
I wish I ____were___ (be) as clever as you.(现在)
How he wishes that he ____had passed_____ (pass) the exam last term. (过去)
How I wish I _______would/could/might have____ (have) a good holiday.(将来)
2. in case conj. “以防， 万一 ”，引导条件状语从句，或adv 置于于句末，作状语
in case of +名词或代词
in that case 要那样的话 in any case无论如何 in no case 决不
(1)John may phone tonight. I don’t want to go out ____in case___he phones.
(2)You’d better take an umbrella ___in case of__________ the rain.
(3)You’d better take an umbrella _____in case________it rains.
(4)I don’t think I’ll need any money but I will bring some___in case_____.
(5)I hope it will be fine tomorrow. ____In that case____, we can go out for a picnic.
(6)It’s too late in any case. 无论如何太晚了。
(7)In no case will I give in. 我决不投降。
3. arrange Vt./Vi. 安排，准备 arrangement n.
arrange sth. arrange to do sth arrange for sb. to do
(1) 我们会安排好一切的。 We will arrange everything.
(2) 我已经安排今晚同他们见面 。 I’ve arranged to see them tonight.
(3) 我已经安排玛丽去机场接你。 I’ve arranged for Mary to meet you at the airport.
4.We eat and drink whatever they do
Whatever adv./conj. 可引导名词性从句和状语从句
(1) no matter +who(m) /where/which/what/how/when..=wh-+ever均能引导让步状语从句
Whenever he comes to Beijing, he will visit his teacher.=No matter when he comes…
(2) 引导主语从句和宾语从句只能用who(m)ever, whatever, whichever,不可用no matter who(m) , no matter what, no matter which
(3)however=no matter how引导让步状语从句时，常与形容词与副词连用
Have a try：
(1)No matter what he says, I won’t believe him.= Whatever he says, I won’t believe him.
(2) You can eat whatever you want.
(3) Whoever breaks the law should be punished.
(4) However/No matter how difficult the job is, we must try our best.
5. supply
v. 供应，供给supply sth to sb=supply sb. with sth
provide sth for sb=provide sb with sth 提供
offer sb sth=offer sth to sb(主动)提供
(1) The media supplies lots of information __to______us every day.
=The media supplies us ____with_____ lots of information every day.
(2) A pipe line will be built to D some eastern provinces gas.
A. send B. provide C. supply D. offer
n.供应，供给，供给物 the supply of sth
(1)The water company cut off the _supplies____ of water for no good reasons.
6. scare vt.惊吓，使害怕，使恐惧 adj. scared惊恐的; scary令人惊恐
be scared at ….对…感到害怕. be scared to do 害怕做… scare away吓跑
1) His idea __scared_____ me. 2) She __was scared ___ at the strange noise.
3) People keep a dog _to scare away________ thieves.
4) He is scared to go out alone at night 他害怕晚上出去。
5) It was a __scary___ story and children were scared_____ after they heard it.
7. up close
close: adj(时间，空间上)接近;亲密的;仔细的，严密的 adv靠近地 常与to连用
closely : adv 仔细地,严密地
Our new house is __close___to the school. Jane and I are __close____ friends.
It was raining heavily. Little Mary felt cold, so she stood _close_____to her mother.
She stood__close___ to her teacher so that she could watch__closely___.
The policeman examined his room__closely___.
Our health is closely related to (和…紧密相关)our diet.
8. tire vt. 使劳累/使厌倦 adj. tired 困倦的，厌烦的; tiring 令人厌烦的
be tired of ….厌倦… be tired from/with…因…疲劳
Too much work tired me (out)._____太多的工作使我筋疲力尽。___
I was tired from/with too much work._____我因为太多的工作而劳累。_______
He was very talkative and I was tired of talking with him.__他太健谈了，我厌倦和他讲话。__
His speech was tiring. I can’t put up with it. 他的演讲令人厌烦。 我无法忍受下去了。
9.It’s the biggest desert in the world--the size of the US.
the size of the US= as large as the US= the same size of the US
倍数表达法 A is once/twice/three times … as +原级+as +B
A is once/twice/three times … 比较级+than B
A is once/twice/three times … the +名词(size/ length) of B
新图书馆是老图书馆的4倍大。(3种表达)
The new library is four times as large as the old one.
The new library is three times larger than the old one.
The new library is four times the size of the old one.
9. The sun can be so brilliant that you’ll need to keep covered or you’ll get burnt.
get done 表被动
(1) His car got stolen (steal)at the weekend.
(2) Our car gets cleaned (clean) about once every two month.
(3) She got paid (pay) before she went on a holiday.
Word power, Grammar, Task
10. 强调句型 基本形式为：It is/was +强调部分+that+其他部分
强调部分可以是句子的主语，宾语，状语，状语从句等。
其特征是去掉It is/was…that…句子依然成立。
Eg. It is in the garden that his party will be hold.
It is Tom that/who helped us in the accident.
It was because his father changed his job that they moved to California.
是他昨天送那个男孩回家的。 It was he that sent the boy home yesterday.
是上个星期天小张买了辆车。 It was last Sunday that Xiaozhang bought a car.
是因为他妈妈生病他昨天没来上课It was because his mother was ill that he didn’t come to school yesterday.
是直到他回来我们才知道这个消息It was not until he came back that we knew the news.
11. total adj. 完全的，全然的， 全部的， 总计的
It’s a total failure ._这是一次彻底的失败. The room is in total darkness.__房间里一片漆黑。
Can you tell me the total number? 总数
n.总数，总计
What does the total come to?__总共有多少___There are 50students in total.__总共50名学生。
Project
12. reach: v/n够得着，延伸，达成
(1) Vt. We reached Beijing to reach an agreement yesterday__到达 ____;达成(协议)
到达某地：reach sp.= arrive in/at sp.=get to sp.
Can you reach the book for me? __拿______
You letter reached me yesterday. __寄到_____
Vi. The land reaches as far as the river.________延伸 _______________
第4篇：高考学生英语教案
教学目标
To learn to talk about kinds of music
To learn to read about bands
To study The Attributive Clause (in/ for/ with/ by+which/ whom)
To learn to write an e-mail
教学重难点
To study The Attributive Clause (in/ for/ with/ by+which/ whom)
To learn to write an e-mail
教学工具
课件
教学过程
I. Warming up
Warming up by describing
Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.
Warming up by discussing
Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.
Classical music Country music Rock ‘n’ Roll
Rap Orchestra Folk music
Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.
II. Pre-reading
1.Thinking and saying
Have you heard about any of the famous bands in the world? List some if you can.
For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.
2.Listening, talking and sharing
Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.
For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.
Do you know anything about “The Monkees”?
For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.
III. Reading
1.Reading aloud to the recording
Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
2.Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from THE BAND THAT WASN’T
dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band
3.Reading to identify the topic sentence of each paragraph
Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.
1st paragraph: How do people get to form a band?
2nd paragraph: Most musicians meet and form a band.
3rd paragraph: One band started as a TV show.
4th paragraph: “The Monkees” became even more popular than “The Beatles”.
3.Reading and transferring information
Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.
How do people get to form a band?
Members High school students
Reasons They like to write and play music.
Places They practice their music in someone’s home.
Forms They may play to passers-by in the street or subway.
Results They can earn some extra money. They may also have a chance to dream of becoming famous.
How was The Monkees formed and became a real band?
The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones
beginning of the band It began as a TV show.
style of the performance They played jokes on each other as well as played music.
first music and jokes Most of them were based loosely on the band called “The Beatles”.
development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.
changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.
4. Reading and understanding difficult sentences
As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.
IV. Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.
Closing down by having a discussion
Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?
For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.
Do you agree that the jokes were more important than the music for this band? Give a reason.
For reference: Yes. I think it is the jokes that really attract more fans.
No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.
Closing down by retelling the form of the band The Monkees.
I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.
课后小结
学了这节课你有什么收获?
课后习题
完成课后习题一、二。
板书
Unit 5 Music
第5篇：高考学生英语教案
教学内容分析
本单元的中心话题是“(杰出)女性”，话题涉及谈论及你最崇敬的女性“妇女独自南极探险”，“美国电视黑人女主持人奥普拉·温茀丽的故事”等，语言技能和语言知识都围绕中心话题而设计。本节课为此单元的第二课时——阅读课。
“读前”(Pre-reading)设计了三个有关旅行和南北极的问题，具体涉及极地探险、动物等内容, 能够诱发学生的探索精神和想象力。通过学生的讨论、探究，自主地发现下面阅读故事的背景，有助于学生正确理解文章的深层意思，真正体会主人公Helen Thayer的伟大。
“阅读”(Reading)材料是一篇记叙文，故事描叙的是作者Helen Thayer在她60岁时，独游南极洲的冒险经历。在恶劣多变的气候条件及险恶的地理状况中，作者在危急关头，虽感孤独恐惧，但表现出冷静、顽强、乐观的态度，最后克服险境。对学生今后的人生道路、心理素质、生活态度起到了陶冶和积极的导向作用。
Teaching Aims：
1 Train the students’reading ability.
2 Learn and master the following words and phrases;
1) Words: mile Antarctic threaten optimistic somehow shelter regret extreme climate value
2) Phrases: struggle through threaten to do sth lie down be thankful for in good health struggle to one’s feet make a decision
Teaching Important Points：
1. Improve the students’ reading ability.
2. Enable the student to understand the text better.
3. Let the students have strong wills and determination by reading the passage.
Teaching Difficult Points：
1. How to improve the students’reading ability.
2. The use of some useful expressions.
Teaching Methods：
1. Discussion before reading to make the students be interested in what they learn in class.
2. Fast reading to get the general idea of the text.
3. Careful reading to answer some detailed questions.
4. Individual, pair or group work to make every student work in class.
Teaching Aids:
1. a map of the world
2. a tape recorder
3. a computer
Teaching Procedures：
Step I Greeting and speech
Greet the students as usual and the student who is on duty give a speech before class.
Step II Lead--in
1 Do you like travelling ?
Where do you like to travel best ?
How will you travel ?
2 Imagine you are traveling alone to the South Pole, what will you take with you ?
3 Why do polar bears never eat penguins ?
Step III Fast – reading
Ask the students to read the text quickly and silently, find the answers to these three questions .
1 How did the writer celebrate her 60th birthday ?
2 When was the writer is 60th birthday ?
3 Why did she say it was an experience she would never forget and would value for the rest of her life ?
Step IV Careful-reading
Ask students to read the text again carefully and finish three tasks:
1 Finish Exercise 1 of post-reading on page 32.
2 Fill in the form on the screen .
Time WeatherWhat did she do?/What happened to her?
began her almost 200-mile journey
3rd --11th
celebrated her 60th birthday
13th --21th----------------------
22th-----------------------
23th
----------------------
3. Do some T/F exercises on the screen.
1). She celebrated her fiftieth birthday by traveling alone to the South Pole.
2). She went to Antarctica with the dog team pulling her sled.
3). Everything went all right during the first few days.
4). During the next week the wind grew so strong that it blew away her tent.
5). She had an accident after her birthday.
6). It was all her training that helped her out of danger
Step V Listening and Consolidation
Play the tape for the students and ask them to read the text after the tape in a low voice, paying attention to the pronunciation and intonation.
Step VI Discussion
1. What kind of woman is Helen Thayer ? Describe her in a few sentences.
2. Do you admire her? Why ?
Step VII Reading together.
"If you have a goal without a plan, it's only a dream. Once you set a goal, you have to keep going. There have been a lot of times where I was determined to just take the next step. Those who can take that next step are the successful people in the world."
-------Helen Thayer
StepVIII Homework
1. Reading the text again and again after class.
2. Finish the exercises of Grammar.
Step IX Record after Teaching
第6篇：高考学生英语教案
教学目标
1、掌握下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through, hide away, set down, a series of, on purpose, in order to, face to face, according to.
2、进一步学习有关“朋友”的知识信息，启发学生对朋友和友谊的思考。
3、了解《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。
4、训练学生一定的阅读技巧，使他们掌握一些有效的学习策略，从而提高阅读速度和理解的准确性，并养成一定的自主学习能力。
5、培养学生快速阅读的能力、捕捉信息的.能力及运用语言进行交际的能力。
6、通过个人活动、小组活动和班级活动等方法，培养学生的合作互助精神，分享英语学习的经验，感受用英语交流的成功和喜悦。
教学重难点
教学重点:
1、了解《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。
2、训练学生的阅读技巧，提高学生阅读速度和理解能力。
教学难点:
对所获得的信息进行处理、加工和学习，形成有效的学习策略。
教学工具
ppt课件
教学过程
...
板书
Uint1 Reading Anne’s Best Friend
Qualities: easy-going ,warm-hearted ,helpful,…
Questions:
Skimming
Summarize
Discussion: 1> style 2> ideas
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