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1.Teaching Objectives：
1） To develop the students’ reading ability： Learn to use some reading strategies such as making predictions， skimming， scanning and so on；
2） Get a better understanding of the function of an English diary.
3）To have a better understanding of some useful words and expressions in this passage；
2. Teaching method： Task-based teaching
3. Teaching procedures：
Step One： Greetings and lead- in
Hello guys！ Are you happy these days？ I am very happy because I have made friends with many new students！ Yesterday we talked about friendship，good qualities of a good friend and the importance of friends in our life. So treat others the way you want to be treated and then you will enjoy your life.
At the end of the lesson， we watched a movie chip about World War II， getting a rough picture about why the German Nazis killed many Jews.
设计意图：上节课，也是本单元的第一课时，我和学生谈论了高一新生比较感兴趣的话题——友谊。在这节课的后半部分观看了电影《辛德勒的名单》片段，目的是为本节阅读课做背景铺垫，教师简单的回顾使学生快速进入状态。
Step Two： Reading
I： Pre-reading
Task1. Work in pairs .Talk about the following questions with your partner：
Q1： Does a friend always have to be a person？
Q2： What else can be your friend？
设计意图：扩大学生大脑中 “friend”意义的外延，从而能使学生快速进入文本，与作者产生共鸣。
II： While reading
Task A Fast Reading
Task 1：Try to guess what Anne’s best friend is and how many different parts are there in the passage by looking at the pictures in this passage without reading it.
设计意图：培养学生善于利用标题、图片、以及篇章布局和字体预测文本内容。
Task 2： Read the whole passage to confirm your guessing and also find the differences between the two parts
设计意图：1）让学生带着任务目的阅读、能很自然培养学生跳读的能力和用英语思维的能力。
2）能使学生快速把握文章整体结构，为进一步阅读做好铺垫。
Task B Careful Reading
Task 1： Read the second part- Anne’s diary and finish the task
1. What is recorded in the diary？
2. Fill in the form
time nature feelings
Before hiding
After hiding
3.Depending on what is recorded， could you analyze the function of a diary？
设计意图： 培养学生scanning 阅读技能和学会用关键词做笔记的能力，并能更好地把握文章整体信息和文字背后的信息。
Task C Further and Deep Reading
Task 1： Answer the following questions
1. Why did Anne make her diary her best friend？
设计意图：瞻前顾后是一种好的阅读习惯，它能帮助我们完整文章的信息点，并且此问题有助于培养学生英语逻辑思维能力—把握上下文因果逻辑关系。
2. Read the first five lines of the second paragraph of the first part. Use some adjectives to describe Anne’s feelings 设计意图：体会Anne 的处境与心情是准确理解全文的基础。真正的阅读能力是能读出文本所隐含的信息，体会作者的言外之意。
3. What was an ordinary diary like according to Anne？ What about her diary？
设计意图：培养学生推理判断与概括的能力。
4. Why didn’t Anne dare open the window as the moon gave too much light.（上下文综合概括信息的能力）
Task 2： Language competence improvement by reading
Read the passage again and find the words in the passage to replace the underlined words or phrases in the following sentences with the vocabulary in the passage.
1. In Anne’s diary， she wrote down her feelings and thoughts.
2. Because of bad weather， several accidents happened one after another
3.The naughty boy did not break the window by accident
4. The windows of the room where Anne lived were covered with a layer of dust. 设计意图：通过阅读提升语言能力和培养学生用英语思维的能力。
Task D Post reading：
Let’s imagine if Anne regained freedom after the war， What did she feel and do？ Please write a short diary in the name of Anne， describing nature in her eyes and her deep feelings
Step Three： Homework： Read Anne’s another Diary and write down your feelings.
1） To develop the students’ reading ability： Learn to use some reading strategies such as making predictions， skimming， scanning and so on；
2） Get a better understanding of the function of an English diary.
3）To have a better understanding of some useful words and expressions in this passage；
2. Teaching method： Task-based teaching
3. Teaching procedures：
Step One： Greetings and lead- in
Hello guys！ Are you happy these days？ I am very happy because I have made friends with many new students！ Yesterday we talked about friendship，good qualities of a good friend and the importance of friends in our life. So treat others the way you want to be treated and then you will enjoy your life.
At the end of the lesson， we watched a movie chip about World War II， getting a rough picture about why the German Nazis killed many Jews.
设计意图：上节课，也是本单元的第一课时，我和学生谈论了高一新生比较感兴趣的话题——友谊。在这节课的后半部分观看了电影《辛德勒的名单》片段，目的是为本节阅读课做背景铺垫，教师简单的回顾使学生快速进入状态。
Step Two： Reading
I： Pre-reading
Task1. Work in pairs .Talk about the following questions with your partner：
Q1： Does a friend always have to be a person？
Q2： What else can be your friend？
设计意图：扩大学生大脑中 “friend”意义的外延，从而能使学生快速进入文本，与作者产生共鸣。
II： While reading
Task A Fast Reading
Task 1：Try to guess what Anne’s best friend is and how many different parts are there in the passage by looking at the pictures in this passage without reading it.
设计意图：培养学生善于利用标题、图片、以及篇章布局和字体预测文本内容。
Task 2： Read the whole passage to confirm your guessing and also find the differences between the two parts
设计意图：1）让学生带着任务目的阅读、能很自然培养学生跳读的能力和用英语思维的能力。
2）能使学生快速把握文章整体结构，为进一步阅读做好铺垫。
Task B Careful Reading
Task 1： Read the second part- Anne’s diary and finish the task
1. What is recorded in the diary？
2. Fill in the form
time nature feelings
Before hiding
After hiding
3.Depending on what is recorded， could you analyze the function of a diary？
设计意图： 培养学生scanning 阅读技能和学会用关键词做笔记的能力，并能更好地把握文章整体信息和文字背后的信息。
Task C Further and Deep Reading
Task 1： Answer the following questions
1. Why did Anne make her diary her best friend？
设计意图：瞻前顾后是一种好的阅读习惯，它能帮助我们完整文章的信息点，并且此问题有助于培养学生英语逻辑思维能力—把握上下文因果逻辑关系。
2. Read the first five lines of the second paragraph of the first part. Use some adjectives to describe Anne’s feelings 设计意图：体会Anne 的处境与心情是准确理解全文的基础。真正的阅读能力是能读出文本所隐含的信息，体会作者的言外之意。
3. What was an ordinary diary like according to Anne？ What about her diary？
设计意图：培养学生推理判断与概括的能力。
4. Why didn’t Anne dare open the window as the moon gave too much light.（上下文综合概括信息的能力）
Task 2： Language competence improvement by reading
Read the passage again and find the words in the passage to replace the underlined words or phrases in the following sentences with the vocabulary in the passage.
1. In Anne’s diary， she wrote down her feelings and thoughts.
2. Because of bad weather， several accidents happened one after another
3.The naughty boy did not break the window by accident
4. The windows of the room where Anne lived were covered with a layer of dust. 设计意图：通过阅读提升语言能力和培养学生用英语思维的能力。
Task D Post reading：
Let’s imagine if Anne regained freedom after the war， What did she feel and do？ Please write a short diary in the name of Anne， describing nature in her eyes and her deep feelings
Step Three： Homework： Read Anne’s another Diary and write down your feelings.