高一英语必修一教案（优秀7篇）

作为一无名无私奉献的教育工作者，往往需要进行教案编写工作，编写教案有利于我们准确把握教材的。重点与难点，进而选择恰当的教学方法。如何把教案做到重点突出呢？下面是小编辛苦为大家带来的高一英语必修一教案（优秀7篇），如果能帮助到您，小编的一切努力都是值得的。

高一英语必修一教案 篇1

高一英语对于学生来说具有承上启下的关键作用，以下是“高一英语必修课件”希望能够帮助的到您！

高一英语必修一知识：动词-ing形式作主语

1. 动词-ing形式作主语时，主要有三种形式。

(1)动词-ing直接置于句首主语的位置上

Playing tricks on others is something we should never do.

捉弄别人是我们万万不能干的。

Saying is easier than doing.

说起来容易做起来难。

(2)用it作形式主语，而把真正的主语移置句尾，以保持句子平衡。常见句型有：

It is / was a waste of time / money doing ….做……是浪费时间或金钱

It is / was useless / no use / no good doing …做……是无用/无益的

It is/was worth/worthwhile doing …做……是值得的

It is no use crying over spilt milk. 覆水难收。

It’s worth making the effort. 这事值得去做。

It’s a waste of time arguing about it. 争辩此事是在浪费时间。

(3) 在there is no 结构中通常用动词-ing形式作主语

常见的句型有：

There is/was no doing… 无法在……;不允许……

There is/was no sense (in) doing… 做……没有道理/意义

There is/was no use/ point (in ) doing… 干……无意义

There is no joking about such matter.

这种事开不得玩笑。

You don’t take advice so there is no point in asking for it.

你不听劝说，因此征求别人的意见也就没有什么意义了。

注意：

There is no need to do sth. 干……没必要，在此句式中to do 不可换为doing。

There is no need to tell her. 没有必要告诉她。

2. 动词-ing 形式作主语与不定式作主语的区别：

动词-ing 形式作主语通常表示一种抽象的动作概念，即泛指某种行为或动作；不定式作主语通常表示具体动作或具体意义。

Talking mends no holes. 空谈于事无补。

It’s an honor for me to be invited to the party.

我很荣幸被邀请参加这个晚会。

3. 当动词-ing 形式用作主语时，其逻辑主语由形容词性物主代词或名词所有格构成。

My sister’s being ill made me worried.

我姐姐病了，使我很担心。

Your being right doesn’t necessarily mean my being wrong.

你正确未必就意味着我错了。

高一英语必修一知识：动词-ing形式作宾语

1. 动词-ing形式作动词(短语)的宾语。后接动词-ing 形式作宾语的动词(短语)，常见的有：

avoid, consider, enjoy, keep, finish, suggest/advise, dislike, delay, escape, can’t help, give up, put off, imagine/fancy, mind, miss, practice, forbid, appreciate, risk, stand, admit等。

We must try to avoid repeating the same mistake.

我们必须设法避免犯同样的错误。

Do you feel like having a walk with me after supper?

晚饭后你想和我一起散步吗？

I suggest doing it in a different way.

我建议用另一种不同的方法做这件事。

2. 有些动词既能接不定式，又能接动词-ing 形式作宾语， 但含义有所不同：

(1)在like，love，hate，prefer等动词之后，用v.-ing形式或不定式在意义上没有什么不同，只是侧重点有所不同，动词-ing形式表示泛指的动作，不定式表示具体的一次性动作。

He likes getting up early but doesn’t like to get up this morning，because he stayed up late last night.

他喜欢早起，但今天却因昨晚熬夜而不想早起。

(2)动词begin/start，continue，intend之后，用动词-ing形式或不定式均可，意义上无多大区别。

Price will continue rising / to rise. 物价将持续上涨。

What do you intend to do / doing next? 你下一步打算做什么？

(3)在动词forget，remember，regret之后，用动词-ing形式或不定式则意义会不同。动词-ing形式表示的动作先于谓语动词所表示的动作发生，不定式表示的动作发生在谓语动词所表示的。动作之后。

I remember posting the letter. 我记得我已把信寄了。

I’ll remember to post the letter. 我会记着去寄信的。

I regret missing the report. 我真后悔没赶上那次报告会。

I regret to say I can’t take your advice.

我遗憾地告诉你我不能接受你的建议。

(4)在try，mean，stop，go on，can’t help ,be used to 等后，接动词-ing形式或接不定式作宾语则意义会有所不同。

We must try to get everything done in time.

我们必须设法及时把一切做好。

Would you please try doing that again?

请你再试一下好吗？

I didn’t mean to make you angry.

我并不想叫你生气。

Choice always means giving up something.

选择总是意味着有所放弃。

Having finished the exercises, we went on to learn the new words in the next unit.

做完练习后，他们继续学习下一单元的生词。

After a short rest, they went on working.

短暂的休息之后，我们继续工作。

While working, he stopped to talk with Tom at times.

工作的时候，他不时停下来和汤姆谈话。

He stopped talking when the teacher came in.

老师进来的时候，他停止了谈话。

I can’t help (to) do the housework. I am too busy.

我不能帮忙做家务了，我太忙了。

I can’t help thinking of my happy childhood.

我禁不住想起我幸福的童年。

Wood can be used to made paper.

木材可以被用来造纸。

He has been used to living alone.

他已经习惯了一个人生活。

(5)动词allow, advise, forbid, permit 等后可直接接动词-ing 形式作宾语，不可接动词不定式作宾语，但可以接不定式作宾语补足语。

We do not permit smoking in the room.

我们不允许在屋里吸烟。

Please permit me to say a few words.

请允许我说几句话。

(6)动词need, require, want 作“需要”讲时，其后接动词-ing形式的主动形式或不定式的被动形式。

Your composition needs correcting / to be corrected.

你的作文需要修改。

His coat wants cleaning/to be cleaned.

他的外套需要洗了。

3. 动词-ing 形式作介词的宾语，经常用在一些短语的后面。

They two can never talk without smiling.

他俩谈话没有不笑的时候。

On hearing the news, all the students jumped with joy.

听到这个消息后，所有的学生都高兴地跳了起来。

What prevented you from joining us last night?

昨天晚上什么事使你不能和我们在一起？

注意：

to既可以是介词，也可以是不定式符号，在使用中比较容易混淆。若是不定式符号，to后接动词原形；若是介词，to后需接动词-ing形式。

You must get used to washing your face with cold water.

你必须习惯用冷水洗脸。

He is looking forward to seeing you this summer vacation.

他盼望今年暑假见到你。

英语中常见的带介词to的短语还有：

devote to，object to/ be opposed to, pay attention to，get down to，lead to，stick to，be equal to 等。

4. 动词-ing形式作宾语时，可用it作形式宾语，而将真正的宾语后置。

I don’t think it possible living in such a cold place.

我认为住在这么寒冷的地方是不可能的。

Do you consider it any good trying again?

你觉得再试一次会有好处吗？

5. 动词-ing 形式作宾语时，其逻辑主语由名词所有格/普通格、形容词性物主代词或代词宾格构成。

Do you mind my / me opening the window?

你介意我把窗户打开吗？

Can you imagine him / Jack / Jack’s cooking at home?

你能想象他/ 杰克在家做饭的样子吗？

高一英语第三单元教案 篇2

Teaching aims：

1.improve the students’reading ability

2.let students learn to get the main idea of the text /each paragraph

3.improve the students’understanding of the history，the spirit of the Olympic Games and the relation between China and the Olympic Games.

Teaching important points：

1.how to improve the students’reading ability

2.how to let students join the class

Teaching difficult points

1.how to let students join the class

2.how to get the main idea

Teaching aids：

1. a recorder

2. pictures

Teaching procedure：

step 1. free talk

What is the English for“运动会”?

What is the greatest sports meeting in the world?

Step 2. lead-in

Ask students questions：

1. How many Olympic games have already been held ?

2. brain storms to think of something about the Olympic games.

Step 3 fast reading：

Make a list of the Olympic games mentioned in the text

1.the ancient Olympic games

2.the first Olympic games (the 1896 Athens Olympic games)

3.the 23th Olympic games in Los Angeles (the 1984 Los Angeles Olympic games)

4.the 27th Olympic games in Sydney (the 2000 Sydney Olympic games)

5.the 29th Olympic games in Beijing (the 2008 Beijing Olympic games)

step 4

Step 5 listen to the tape and get the main idea

Para 1. The Olympic games are held every four year

Para 2. It is about the ancient Olympic games

Para 3. It is about the first Olympic games

Para 4. The Olympic motto and the 1984 Olympic games

Para 5. It is about the 2008 Beijing Olympic games

The passage is about the development of the Olympic games

Step 6 homework：

In your free time，you can surf the internet . In order to prepare for the 2008 Beijing Olympic games， a lot of volunteers doctors，drivers，guides，translators are wanted. You can try!

高一英语必修一教案 篇3

Ⅰ、教材内容及教学目标

1、 学会通过合作探究，归纳总结出-ed形容词作定语及其定语的位置，

2、 运用过去时间表达法

3、 运用礼貌用语

4、 了解Maglev，能说出与普通火车的区别

Ⅱ、教学设计

Task 1 Find out rules of “–ed adjectives”

Activity 1 Competition The group which write the most right –ed forms of the verbs given by teachers win.

Activity 2 Find out the rules of “-ed adj.”

A. Look, say, write and combine

a. T act out the sentences: I threw the paper away. The paper was used before.

b. Ss write out the sentences

c. Try to combine the sentences to one: I threw the _______ paper away.

d. Talk about the pictures using –ed form and write them down.

B. Observe, compare and find out the rules (Grammar 1 )

Activity3 Workbook P79 1. 2.

Task 2: Story-making using past tense time expressions

Activity 1 Brainstorming ( past tense time expressions)

Activity 2 Complete the sentences (2)

Activity 3 Story-telling Make stories according to the pictures given to different groups

Task 3: Polite conversation

Activity 1 Act and discuss 2 Ss act out the dialogue. Discuss Qs in (2)

Activity 2 Make new dialogues Suggestions given by Ss-Make new dialogues according to (3.4)

Task 4: Interview ( about Maglev )

Activity 1 Read and compare

Activity 2 Interview & Report (one interviewer + one mayor + designer + assistant)

Activity 3 Your idea of new transportations

人教版高一英语教案 篇4

一、利用表象，丰富想象

观察图画和实物作文符合英语作文起步阶段需要有一定的情景要求，也符合高中学生有意想象占优势的特点，同时避免了文字情节作文易使学生中译英的缺点，但若每一次训练都是刻板的再现材料，创造想象则难以增长。如果在教学设计时，在图中留有空白，或对实物设置悬念，不仅可以引发学生的好奇心，激发他们对英语作文的兴趣，减轻他们的惧怕心理，而且可以促使学生通过创造性的想象去填补空白，解决悬念。

如senior bookⅰ，unit 3 中的“help! help!”，可按发展顺序设计几幅救落水儿童的图，但只给学生展示第一、二两幅图，图画的内容大致与课文内容相同，但是后几幅的空白，使学生必须通过创造性的想象才能填补材料的空白。学生可以引用课文中的材料，也可以自由发挥。有学生这样写到：

last week， we had a picomic in forest park。 we found a shady place by the river。 as soon as we had sat down， tom suddenly got up and shouted， “someone has fallen into the river!" it was true。 a boy was struggling in the water， and the children in a boat looked hopeless。 tom and jack took off their shoes while running to wards the water。 they swam very quickly towards the boy who was sinking fast。 tom and jack got hold of the boy by the arms and lifted his head above the water。 together they pulled the boy to the shore。

之后，再给学生展示其中一幅图，或一句话的情景：……，a man/a woman/a child， etc。 has fallen into the river/the lake， etc。……。让学生自由选择自由发挥。有的根据曾在报上看到的新闻，称颂一身怀六甲的妇女勇救落水儿童的事迹，也有的谴责那些对落水者无动于衷的旁观者。学生的作文体裁记叙文、议论文不限。这样，既训练了他们书面的`表达能力，又发挥了他们的想象和创造能力、思维表达能力。同时也让他们思索了做人的道理。

二、精选图画，激发想象

处于英语作文起步阶段的学生的想象具有直观性，片面性和模仿性的特点，为其提供的观察材料越具体、越完整、越详实，他们的这些特点往往表现得越明显，有时甚至强化了他们的这些特点。换个方式，为他们提供一些抽象的图画，他们的创造想象反而被激活，因为他们必须在原有的图画上进行创造才可能有新的形象产生。而“抽象画作品所表现的物象与参照物相差甚远，它限度地把形与色对视觉作用的潜力发挥出来，直观效果非常强烈。它经过夸张、简化、分解、组合等变化手段，将客观事物的表象创造成为富于想象力。”如荷兰画家蒙德里安的表达百老汇街道的嘈杂与热闹的《百老汇爵士》(jazz in broadway)是一幅看上去比较抽象的图画，学生通过观察、运用合理的想象，写出了内容各异的作品。

有学生这样写到：

it is the downtown of shanghai。 the streets， such as nanjing road and huaihai road， etc are busy。 cars， buses and trucks with all kinds of advertisements are running。 people dressed in their best are walking happily or hurrying to work on their bikes。 beautifully decorated stores are crowded with people shopping。 they all look in high spirits。 the traffic policemen at the crossings are directing the traffic attentively and seriously。 everything is in good order。 such is our city。 i love our city。

而另有学生在他们的作文中认为这是一个“排污系统”（drain outlet system ）或电路板(circuit board)或房屋平面图(a plane figure of a house)等等。

可见，由抽象的图画到生动画面的产生，到一篇作文的写作成功，是创造想象不断发展的过程，也是提高英语语言运用能力的过程。

三、借助音乐，拓宽想象

音乐能有效地丰富学生的精神生活，促进学生感知、情感、想象等方面的健康成长，能给学生提供想象和联想的广阔空间，有利于培养学生的发散性思维能力，促进人的全脑开发，为学生的创新精神和实践能力在各方面的延伸乃至终身发展提供良好的基础。因此，在英语写作训练中有时借助音乐等艺术形式，对丰富学生的想象力是一种有益的尝试。

如senior book ⅵ ，unit 7中的“the waltz king ”这一课文，根据内容，可设计让学生听一首beethoven的“命运”(fate)，让学生根据自己的理解，写一篇作文，一位学生这样写到：

i am a graduate from high school， and i will enter for the collage entrance examination。 whether i will be admitted to a collage， i will work harder than before ， since our country is still poor and weak。

从作品中我们可以发现，借助音乐，学生的想象力得到了较大幅度的拓展。“音乐艺术对学生的创造能力的发展具有独特的作用。

四、灵活方法，发展想象

“创造想象是严格的构思过程，它是由思维调节的。”想象会产生全新的物象与情景、独特的认识和感悟。一段文字、一篇文章，给不同的读者，就有不同的想象余地。正如：a thousand readers， a thousand hamlets。（一千个读者，就有一千个哈姆雷特。）在英语作文教学中根据一定的线索或情节，提供学生广阔的思维空间，让学生进行想象描述（创造性的描述），会收到很好的锻炼效果。

例如 “after twenty years" (senior book ⅵ，unit 5) 这一课，可要求学生在学完之后， 简单续写一个结尾。这是一篇根据o。 henry 同名原作改写的文章。文章的故事情节虽然简单，但很能挖掘、发挥学生的创造想象力。学生这样写到：

as soon as the police officer wanted to catch bob by the arm， he took out a gun， aimed at the officer and said， “i knew i was wanted， but i don’t want to be arrested anyway。 tell jim wells i will come to visit him one day。" just at that time， the police officer found himself surrounded by some strong men， gun in hand， pointing to him。 bob then walked into the street and got into a car parking there， followed by those strong men。 the car soon disappeared。

另有学生这样写到：

the moment the officer caught bob by the arm， he got rid of it and ran away at once。 he was running down the street as fast as he could， when he was shot on the right shoulder。 he turned round。 to his great surprise， it was jim wells， his o ld friend。 he fell on the ground and fainted。

在作文教学中，通过对一定的语言材料进行不同方式的处理，确实是锻炼学生的思维，发展学生的想象力的一条重要途径。当学生对当前的语言材料进行阅读、处理时，进行了充分的分析、比较，又充分展示了自己的想象力，其思维得到了充分的发散。心理学研究已经证实，发散思维对个体的创造性有着重要影响，我们应该根据教材特点，结合教学内容，注意这种思维能力的训练，并创造一些行之有效的教学技术。可以说，续写结尾、续写故事、改写、扩写等，都是高中英语作文教学中锻炼学生思维，发展学生想象力的有效手段。

高一英语必修一教案 篇5

(1)课题：Friendship

(2)教材分析与学生分析：

本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式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；Pre-Reading部分的几个问题启发学生对“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；Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解； Using about Language 部分教学本课重点词汇和重点语法项目。

(3) 课时安排：

The first period: Speaking: Warming Up and Pre-Reading The second period： Reading

The third period: Grammar

The forth Period：Listening

The fifth period: Writing

(4)教学目标：

①知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.

②过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友； 2. 结交网友；3. 观点交流；4. 善不善交朋友； 5. 朋友的重要性。

③情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。

(5) 教学重点和难点：

词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit

短语： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in

重点语法项目： 直接引语和间接引语的互相转换

难点：Understand the real meaning of friends and friendship;

Discuss the answers to the questions (Reading);

How to teach the Ss to master the usage of Direct Speech and Indirect

Speech(Statement and Questions).

(6) 教学策略：

Discussion, Student-centered vocabulary, learning, listening, pairwork, teach grammar in real situation

(7) 教学煤体设计：

A projector and a tape recorder.

(8) 教学过程：

Period One：Speaking （Warming Up and Pre-Reading）

Aims

Talk about friends and friendship.

Practise talking about agreement and disagreement.

Step I Revision

Ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. Then give some comments.

T: Now, lets check up your homework for last class. Id like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.

Step II Warming up

T: / think most of us have some good friends. Do you know why people make friends with one another?

Step III Talking(WB P41)

First get the students to listen to what a Canadian say about making friends. Then ask them to discuss the two questions.

T: Now were 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 dont think so.

I agree.I dont agree

Thats correct.Of course not.

Thats exactly my opinion. Im afraid not.

Youre quite right. I dont 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 others 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 lets 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 hasnt returned it. You will

A. ask him / her to pay back as soon as possible; or youll 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 youll 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 oclock 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.

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 dont want to spend time or talk with them. You dont 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 dont consider others feelings, you wont 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. Youd 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, youll 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.

课后反思：

本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。

人教版高一英语教案 篇6

第一部分：热身

快速应答：

1.How are you going to school everyday?

2.Thank you very much for your help.

3.Would mind my opening the window?

4.What day was it yesterday?

5.What's the weather like today?

第二部分：朗读

口语朗读技巧：

1、声调与降调

I have three English books, two Chinese dictionaries and five pens. Do you have a map in your hand? Yes, I do.

2、连读：将前一个单词最后的辅音与后一个单词开头的。元音连在一起朗读。 half an hour ran out of not at all

3、失爆：当相邻两个爆破音在一起时，往往给前面一个爆破音留一个位置，但不

爆破，稍停随即发后面的爆破音，这种现象称为“失爆”。 hot bath the next day a good deal of I don’t believe I don’t know I want to say

朗读练习：

1、 A smart housewife was told that there was a kind of stove which would only

consume half of the coal she was burning. She was very excited, and said: "That'll be terrific! Since one stove can save half of the coal, if I buy two, no coal will be needed!"

2.The little boy did not like the look of the barking dog.

"It's all right," said a gentleman, "don't be afraid. Don't you know the proverb: Barking dogs don't bite?"

"Ah, yes," answered the little boy. "I know the proverb, but does the dog know the proverb, too?"

高一英语必修一教案 篇7

1. Before you listen, discuss these questions with the class.

1) Do you think it is a good idea to make friends with people from other countries?

(to broaden one’s world outlook; to avoid national stereotypes etc.)

2) What are the advantages of this friendship?

(to practice another language with a native speaker; to learn new ideas and new ways of thinking; to find out more about another country etc.)

2. the 1st Listening of Part 1: Write down what Leslie does in China in one sentence.

(Leslie does some business in China and her company sells buses.)

3. the 2nd Listening of Part 1: Tick the things done by Leslie.

(going out for delicious dinners; visiting a mountain; going to people’s homes)

4. the 1st Listening of Part 2: What does Leslie say about the friends she made in China?

(1) Leslie says that she make friends but they are just business friends because she thinks one cannot make friends on a short visit.

(2) Leslie thinks some of the friends in China may have liked her, but others may try to be nice to her so as to gain a business advantage.

Step 4 Homework

1. Make sentences with the 8 new words and expressions.

2. Prepare and read aloud the rest new words.

The 2nd period – Pre-reading & Reading & Comprehension

Goals for the 2nd period:

1. Have Ss read the text and try their best to understand Anne’s eagerness for friends, friendship, nature and freedom.

2. Get Ss have some knowledge about the Nazi’s cruel deeds towards the Jews during the Second World War.

3. Train Ss’ reading ability of scanning and skimming. Learn to appreciate Anne’s Diary , the classic work.