Book 1 Unit 1 reading Anne27s Best Friend教案

1、基于“翻转课堂教学模式”的课堂设计以Annes Best Friend阅读教学为例镇海中学 陈军. Analysis of the teaching material and students The topic of this unit is friendship while the teaching material in this lesson is about Annes diary. In terms of the content of the diary, Anne not only set down a lot of facts as ordinary people did bu

2、t also gave a vivid account of her deepest feelings and thoughts in it. Students who live in an age of peace may have difficulty understanding Anne' experiences and feelings. Therefore, the teacher intended to guide them to think transpositionally by comparing their own experiences with Annes an

3、d have them think critically what accounted for the different feelings of theirs and Annes. As for the vocabulary and sentence structures of the diary, we cant deny that it is quite difficult for senior one students to understand the original work of Annes diary very well. Meanwhile, there is slight

4、 possibility that students can both have a good command of all the language points and have a further understanding of feelings and thoughts hidden beyond the lines. In this case, the teacher intended to apply Flipped Class Teaching Method. Before the class, students will be given a previewing sheet

5、 (dealing mostly with language study). Students are expected to teach themselves the important vocabulary and sentence structure in the text. While in the class, the teacher is to guide students to think critically and transpositionally in order to have a further understanding of the deepest feeling

6、s and thoughts hidden in Annes diary.Teaching goals:1. Language knowledge: In this lesson, students will be able to learn the new words and phrases in situations: grow crazy about, never have kept me spellbound, held me entirely in their power2. Language skills: In this lesson, students will be able

7、 to use key words and pictures provided in the text to work out the background information of a story; students will be able to skim the whole text and find out needed information for further understanding; students will be able to read carefully and find out the hidden information beyond the lines;

8、 students will be able to think critically and transpositionally and work out the reasons for the change of Annes feeling based on comparison between their own experiences and Annes.3. Learning strategies: In this lesson, students will be able to share their previous knowledge with others and get th

9、e new information needed; students will be able to cooperate to fulfill tough tasks and group project. 4. Emotion and attitude: In this lesson, students will be able to feel the cruelty of World War II and German Nazis, and show sympathy to Jews like Anne and her family; students will be able to sen

10、se the strong eager for peace, freedom and nature of those who lose freedom; students will be able to realize the importance of treasuring what they have today, like friends, teachers and family. Difficult points and important points:1. to have students work out how dramatically Annes feelings chang

11、ed.2. to have students work out the reasons for the change of Annes feelings. Teaching procedures:Pre-reading1. The teacher has students talk about their new friends in the class, as well as the personalities that make them become good friends.【设计说明】谈论新班级中结交的新朋友使学生进入一个轻松的学习氛围，同时，教师也能自然地引入本节课的话题。2. T

12、he teacher has students talk about their non-person friends after sharing with students his story with his friend, a bicycle. Students may consider things like basketball, computer, books and pets as their friends.【设计说明】谈论各种可以成为朋友的人或物可以引导学生进行批判性思考，开阔他们的思维。同时，教师也有意引导学生想象安妮如何与日记成为朋友。Reading1. Skimming

13、 (Paragraph 1&2): the teacher has students skim the first two paragraphs and find out words or expressions related to the background information of the diary. Students may find out words or expressions like Amsterdam, Netherland, German Nazis, World War II. After that, the teacher has students s

14、hare with their partners their previous knowledge related to the background information【设计说明】本环节旨在训练学生略读并找出有用信息的能力，同时为后续的背景知识介绍作准备工作。2. Talking: the teacher shows pictures of Jews in Europe during World War II and has students talk about what they can learn from the pictures. Students may mention fa

15、cts like “a lot of Jews were caught and killed”.【设计说明】本环节旨在训练学生通过读图查找信息的能力，同时教师以学生主动习得的方式介绍了文章的历史背景，为后续理解作者情感态度变化的环节作了铺垫。3. Careful reading (Paragraph 1&2): the teacher has students read paragraph 1&2 and answer the following questions: 1) What is a true friend like in Annes opinion? 2) How

16、do most people keep their diaries? 3) How about Annes diary? Blackboard【设计说明】本环节旨在训练学生仔细阅读，提取有用信息的阅读策略。同时，通过比较普通人的日记和安妮日记内容上的差异，学生将了解安妮日记不仅记录了事实，更多的则是情感的流露。4. Skimming (the diary): the teacher has students skim the diary part and find out all the words and expressions related to nature before and af

17、ter Annes hiding away.【设计说明】本环节旨在训练学生通过略读对文章描述性语言进行归纳的能力。同时，通过对比安妮藏身阁楼之前和之后所见所感的自然环境，了解安妮日记中情感的巨大变化。5. Transposition thinking: the teacher provides two situations and has students talk about what they themselves will feel or do. (Situation 1: You are going to climb Zhaobao Mountain, a place near our

18、 school; Situation 2: You are thinking what to do in a dark, rainy evening with thundering clouds.) 【设计说明】本环节旨在引导学生进行换位思考。若处于与安妮类似的环境中，学生的所感所为如何？本环节的设计巧妙地运用换位思考，为后续理解安妮情感变化作了铺垫。6. Careful reading (the diary): the teacher has students read the diary part again carefully and talk about Annes feeling a

19、ccording to the diary. After that, the teacher has students talk about the reasons why they consider nature as nothing special rather than something valuable and hard to get close to.【设计说明】本环节旨在训练学生仔细阅读并根据上下文猜测grow crazy about, never have kept me spellbound, held me entirely in their power等短语的含义。同时，

20、教师引导学生在换位思考的基础上对安妮的感受变化的原因进行分析。7. Comparison and critical thinking: the teacher has students talk about the question “for what purpose did Anne (you) stay awake until half past eleven?” Students may mention facts like “in order to play computer games”, “in order to watch football matches” and so on. The teacher has students talk about what they can learn from the difference between Anne and them.【设计说明】本环节旨在训练学生换位思考和批判性思考的能力。教师通过引导学生思考自己和安妮熬到半