Book 1 Unit 1 reading Anne's Best Friend教案

人教版必修一第一单元reading教案

基于“翻转课堂教学模式”的课堂设计

——以Anne’s Best Friend阅读教学为例

镇海中学 陈军

Ⅰ. Analysis of the teaching material and students

The topic of this unit is friendship while the teaching material in this lesson is about Anne’s diary. In terms of the content of the diary, Anne not only set down a lot of facts as ordinary people did but 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 Anne’s and have them think critically what accounted for the different feelings of theirs and Anne’s. As for the vocabulary and sentence structures of the diary, we can’t deny that it is quite difficult for senior one students to understand the original work of Anne’s diary very well. Meanwhile, there is slight 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 (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 feelings and thoughts hidden in Anne’s diary.

Ⅱ.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 power

2. Language skills:

In this lesson,

① students will be able to use key words and pictures provided in the text to work out the background information of a story;

② students will be able to skim the whole text and find out needed information for further understanding;

③ students will be able to read carefully and find out the hidden information beyond the lines;

④ students will be able to think critically and transpositionally and work out the reasons for the change of Anne’s feeling based on comparison between their own experiences and Anne’s.

3. Learning strategies:

In this lesson,

① students will be able to share their previous knowledge with others and get the new information needed;

② students will be able to cooperate to fulfill tough tasks and group project.

4. Emotion and attitude:

In this lesson,

① students will be able to feel the cruelty of World War II and German Nazis, and show

人教版必修一第一单元reading教案

sympathy to Jews like Anne and her family;

② students will be able to sense the strong eager for peace, freedom and nature of those who lose freedom;

③ students will be able to realize the importance of treasuring what they have today, like friends, teachers and family.

Ⅲ. Difficult points and important points:

1. to have students work out how dramatically Anne’s feelings changed.

2. to have students work out the reasons for the change of Anne’s feelings.

Ⅳ. Teaching procedures:

Pre-reading

1. 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. The 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。

Reading

1. Skimming (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 share 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 facts 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 Anne’s opinion? 2) How do most people keep their diaries? 3) How about Anne’s diary? Blackboard

人教版必修一第一单元reading教案

【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 t …… 此处隐藏：4950字，全部文档内容请下载后查看。喜欢就下载吧 ……