安妮的日记英文

安妮的日记英文篇一：高中英语必修1unit 1

肃南职教中心电子补充式教案

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.

安妮的日记英文篇二：高中英语必修1 Unit1 Reading教案

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

课时：一课时

课型：讲授课

一、教材分析

本单元的主题是友谊。这一课时主要是围绕阅读部分来讲，阅读是整个单元的核心部分，是在学习上一课时Warming up and Pre-reading的基础知识上接着对阅读文本“安妮最好的朋友”中词汇知识点和阅读技巧等的学习，为接下来的第三课时的语法知识的学习及以后的听说读写综合技能的练习打好基础。文章通过一个虚拟的采访——两千年前古希腊作家帕萨尼亚斯与一位当代女孩李燕的对话，向学生介绍了古代和现代奥运会的异同及奥运会的一些基本情况。 文章讲述了犹太女孩安妮为躲避纳粹迫害而藏身于小阁楼中，并把日记作为自己朋友，通过写日记来表达自己孤独和郁闷的心情。

二、教学目标：

(一) 知识目标:

1. 掌握文章中的生词和短语: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. 帮助学生找到他们觉得最困难单词和短语,并帮助他们理解。

3. 了解强调句型。

(二) 技能目标:

1.更好地掌握Skimming和Scanning。

2.能分析并总结直接引语和间接引语（疑问和陈述）的规律，能熟练地进行两者间的转换，并在生活中运用。

3.能介绍Anne的基本情况，说明她当时的心情和内心的渴望。

(三) 情感目标:

1.通过Anne的日记，了解犹太人被纳粹迫害的悲惨命运。

2.体会自由，友谊的珍贵。

3.通过学习此阅读文章为学会珍惜朋友间的友谊,并能分辨他们的生活中真正的朋友和虚伪的朋友。

三、教学重点和难点：

重点：

1、训练scanning and skimming等阅读技能。

2、认识朋友的真正含义以及与人相处的问题。

难点：

1、阅读技能的训练。

2、陈述句和疑问句的直接引语和间接引语的互相转换（人称的变化、时态的变化…..）

四、教学过程

(一) 导入

1. 教师可以先让学生讨论他们是否有考虑过和动物,植物甚至是一个物品交朋友,为什么或为什么不？让学生们分析原因。

(二) 课前

阅读开始前，先给学生复习一下上一课时讲过的Skimming(略读)和Scanning(寻读)阅读技巧，并要求学生们用这两种方法进行下面文章的阅读。

1. skimming(略读) 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（寻读）的方法和技巧：

①学生读课文，抓住文中的关键信息，并将文章分成三部分，写出每段的大意。 ②全班默读文章。

③读安妮的日记

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大声朗读 : 播放文章的磁带让学生听并跟读。

(三) 讲授新课： reading 阅读

1. 让学生阅读非日记体部分的内容,介绍这篇文章的写作背景。

2. 只通过阅读标题和看图，先不阅读文章，让学生试着猜猜看安妮的朋友是什么。

3. 让学生浏览前两个段落来确认他们的猜测。

4. 让学生快速浏览安妮的日记，了解文章的中心内容并概括段落大意.鼓励学生先列出一些关键词，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. 给学生讲解本课的生词。

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. 使担心;使不安 (+about/for); 涉及,关系到;影响到

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(转载于:wwW.zHaoQt.NEt 蒲 公 英 文 摘:安妮的日记英文)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 做主语时，谓语动词用单数 一连串的，一系列的，连续的 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) 巩固练习： 阅读后

1.让学生做理解部分的练习。

2.利用“理解”部分的练习，问学生： Imagine you had to go into hiding like Anne and her family. What would you miss most? Give your reasons.

让学生讨论，并且将答案列出来。每一组可以决定出本组认为最好的答案。最后全班选出最佳的答案。

(五) 布置作业：

1.再次通读一下这篇短文,尝试复述它。

2.做完练习册的作业。

3.用几句话表达你对朋友和友谊的理解。

设计意图：为了巩固今天所学的内容，以此来培养学生的语言组织和表达能力以及考察对课文的理解情况。

课后反思：本节课分层教学，在阅读课文，理解课文的基础上进行课文知识点的细致处理。 需要改进的地方：单词短语部分讲解过多，占了很多时间，可以将其改为课后练习的形式。 在以后的教学中要注意改进。

安妮的日记英文篇三：英语说课

NSEFC1 Unit One Friendship

The first period （说课稿）

大家好！今天我说课的内容是高一英语新课程实验教科书必修1 Unit One， The first period。下面我就从教材分析、教法分析、学法分析、教学过程、教学评价五个方面进行说明。

一、教材分析

（一）教材的地位和作用

本节课是本单元以及本教材的第一节课，本课谈论的是：朋友是不是仅限于人类、朋友的真正含义、如何与人相处的问题等关于朋友的话题。本课涉及的有陈述句和疑问句的直接引语和间接引语的掌握和运用等语法要点。学生从初中到高中，来到一个新的学校，同学彼此陌生，不免想起老同学，老朋友。这样的话题正好能引起学生的兴趣。而且本课的内容和语法的启发性和实用性都很强，能使学生在学中用，在用中学，对综合提高学生的听说读写能力有较好的促进作用。

（二）教学目标

英语教学大纲规定，通过听说读写的训练，使学生获得英语基础知识和运用英语的能力，激发学生的学习兴趣，为进一步学习打下良好的基础。因此，我制定以下教学目标： 知识目标：1、掌握和使用陈述句和疑问句的直接引语和间接引语。

2、讨论朋友和友谊。

3、学习掌握本课的重点词汇。

技能目标：1、学会阅读的技能——scanningand skimming 。

2、通过谈论朋友和友谊，既锻炼学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。

3、理解阅读文段，复述故事。

情感态度：1、患难之交才是真朋友。

2、知音难得。

3、海内存知己，天涯若比邻。

文化意识：认识德国纳粹党。让学生了解那段德国法西斯残害犹太人的历史，使学生在感受外国历史文化的同时自然而然的习得语言。

（三）重点与难点

重点：1、训练scanningand skimming等阅读技能。

2、认识朋友的真正含义以及与人相处的问题。

难点：1、阅读技能的训练。

2、陈述句和疑问句的直接引语和间接引语的互相转换(人称的变化、时态的变化、指示代词、时间状语、地点状语和动词的变化)。

（四）教具

本课利用录音机、投影仪等辅助设备，激发学生的学习兴趣，调动他们的积极性，为展开话题提供丰富的材料，使教学收到事半功倍的效果。

二、教法分析

在新课程背景下，教师要成为学生学习的促进者、组织者和合作者。本课采用讨论法，主要采用小组合作讨论的方式。在读前阶段我就提出问题，让学生思考讨论是不是只有人与人之间才可以交朋友，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，我再引导学生深入讨论几个与本课有关的话题，展开教师为主导、学生为主体的师生双边活动。通过创设真实自然的语言环境，使学生在语言实践中把语言知识和技能主动转化为交流能力，变苦学为乐学，从而培养学生大胆用英语进行交际的能力。

三、学法分析

教务于学。传统教育的弊端是教师“满堂灌”，只重视怎么教而忽视怎样学，结果高分低能的现象十分严重。为了改变教师牵着学生鼻子走的被动状态，我通过创设话题，寓教于乐，引导学生自学、自做、自助、自悟，让学生学会自己动手，收集信息、处理信息，用所学语言去实践和解决问题，使学生在运用语言的过程中感悟体验所学语言的规律，培养语言意识，积累语言经验，形成语言感觉，达到语言运用的目的。从而使学生真正成为学习的主人。

四、教学过程

新课程改革的核心理念是“一切为了学生的发展”。学生的英语学习不仅仅是掌握几个单词和句型，更重要的是学会运用语言来交流思想，办实事。因此我精心设计了以下教学环节：

（一）激趣导入，务于新知

一节课的良好开始，对于整节课教学的顺利进行起着至关重要的作用。在Warming up 部分我分四步进行：

1、用问问题的形式导入(屏幕显示)。同时板书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、做调查：在Warming up部分有5个问题，我让学生独立完成。然后在屏幕上显示下列表格。

3、调查结果：显示各得分情况所对应的调查结果，让学生自行对照。

Grade 1 (5分以下)直截了当，做事果断，没考虑不良后果。

Grade 2 (10分以下) 能用更合理的方法处理问题，又不伤朋友之间的感情，但自己的利益有时会受损。

Grade 3 (10分以上) 不伤感情，又能保全自己利益。

通过调查问卷的形式，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，最后的问卷调查结果让学生兴趣和热情倍增，这样能促使学生很快进入语言学习和探究活动中去，愉快的进入学习状态。

4、学习三句谚语，使学生明确对待朋友和友谊的态度。

A friend in need is a friend indeed.患难之交才是真朋友。

Real friends are few and far between. 知音难得。

Long distance separates no bosom friends. 海内存知己，天涯若比邻。

（二）创设话题，教学新知

新课程指出，教师不再是居高临下的管理者，而是学生学习的促进者、组织者、合作者。

1、我布置Pre-reading部分的几个问题启发学生对“朋友”和“友谊”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。接着让学生就问题进行小组讨论。然后让个别学生回答问题。

接着屏幕显示我补充的问题：

Why do you need friends?

What do you think a good friend should be like?

Does a friend always have to be a person?

让学生讨论后回答。引出课文的主题 Anne’s best friend –DIARY.

2、介绍故事背景：这是一个真实的故事。1933年－1945年，纳粹党对德国人民进行法西斯统治。只要他们一发现任何犹太人，就会把他们送到东欧波兰的集中营区。为了避免被抓，安妮和她的家人选择了躲藏，藏在了一栋房子的阁楼里，在躲藏的日子里，她只能和日记交朋友，她把心里一切的感受都告诉了日记，后来《安妮日记》出版后，很快成为全世界广为流传的一本书。

3、教学新的语言项目和句子结构。我在教学语言项目的时候，一是培养学生根据语篇、语境来猜词，一是用举例的方式来说明词的用法。

（三）阅读文段，强化新知

1、Scanning（查读）:学生们在了解了当时的历史背景后，以及理解了安妮当时的心境和为什么将日记视为自己的朋友，这样才能深刻理解安妮日记的内涵。在此基础上，我设计了几个问题，让学生带着问题听录音。这样做能使学生更加集中注意力，抓住重点。（屏幕显示）。 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(略读)：在学生对课文进行了探究之后，学生已经将课文的大部分内容融会贯通，消化理解了。这时让他们通过讨论来解决问题，可以使学生的学习潜能得以挖掘。（屏幕显示谈论的主题）

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）难点再现，深化新知

在一节课结束前几分钟将重难点知识进行总结和归纳，是提高课堂教学效率的有力措施。我在屏幕上又显示了下列的句子，让学生明确什么地方需要加强，学习策略要做怎样的调整。 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）布置作业，巩固新知

为了巩固今天所学的内容，我要求学生课后用100字左右来复述故事，完成Comprehending里的关于直接引语和间接引语的练习。

最后，我说一下我的板书设计。为了浓缩教学内容，使学生对新课内容能一目了然，印象深刻，我采用纲目式设计板书，左侧列出课文中出现的重要的单词和词组，右侧列出重点句型。 Unit 1Friendship

1、Useful words and expressions 2、 Important structures

五、教学评价

这一节课我主要采取任务型的教学形式，从任务呈现到任务准备（也就是知识与技能的教学），学生们在完成任务的驱使下，得到了语言交际和思想交流的机会，在讨论问题的过程中把知

识和技能转化为交流能力。我以与学生平等的身份参与到学生的交际和交流中去，这充分体现了师生互动、生生互动的教学思想，从而达到预期的目的。

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?

相关热词搜索：安妮 英文 日记 安妮的日记英文ppt 安妮的日记英文语录