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熱門關(guān)鍵詞： 小學(xué)四年級(jí)語(yǔ)文 三角形 三角形 八年級(jí)歷史 搖籃曲 端午節(jié)的由來(lái)
熱門關(guān)鍵詞： 小學(xué)四年級(jí)語(yǔ)文 三角形 三角形 八年級(jí)歷史 搖籃曲 端午節(jié)的由來(lái)
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視頻標(biāo)簽：Friendship
視頻課題：高中英語(yǔ)book1 M1U1 Friendship Reading浙大附中
教學(xué)設(shè)計(jì)、課堂實(shí)錄及教案：高中英語(yǔ)book1 M1U1 Friendship Reading
M1U1 Friendship Reading Teaching Plan
浙大附中吳麗丹
I. Analysis of the Teaching Material
The reading passage “Anne’s Best Friend” is loaded with the most important language and cultural information of Unit 1, whose topic is “Friendship”. It talks about that the Jewish girl Anne, a victim of the WWII, had to hide from the German Nazi and regarded her diary as her best friend. In the diary, she described her eagerness for friendship, peace, freedom and especially nature and the outside world. It’s a good material for students to appreciate the language, get to know the sufferings of the Jews and reflect upon the importance of friendship, peace, as well as of cherishing the present.
II. Analysis of the Students
The Students in the class are Senior 1 students from the Ding Lan Campus of the High School Attached to Zhejiang University. They are familiar with the topic but they may not be fully aware of the sufferings of the Jews during the WWII. With the accumulations in the junior high school, they have mastered some basic reading skills but may have some difficulties in understanding the long and complex sentences in the diary. Therefore, the class is aimed at training their reading skills, guiding them to appreciate the literature work, inform them of the sufferings of the Jews in the WWII, and inspire them to have some thoughts on friendship based on their reading.
III. Teaching aims
1.Ss will master the usage of new words and phrases appearing in the reading part with contexts; 2.Ss will train their reading skills such as guessing, fast reading, scanning and careful reading, learn to appreciate the literature work and try to apply them in their writing;
3.Ss will have a deeper understanding of the sufferings of the Jews during the WWII by videos and by reading about How Anne felt and thought as well as what she was eager for.
4.Ss will get some inspirations from reading about friendship, about wars, and about the present
life.
III. Teaching Procedure
Phase Teaching aims
Teacher’s activity
Students’ activity Lead-in
To arouse Ss’ interest and naturally lead in the topic To show a cartoon named “The ship of Friendship sinks easily (友誼的小船
說翻就翻)” and to ask the following questions:
1. Why did the ship turn over?
2. What do you learn about friends or friendship?
Free-talking:
Ss are to describe the cartoon, answer the questions and share what they have learnt from this cartoon.
Pre-reading
To lead in the passage To ask the question: Does a friend always have to be a person? What else can be a friend?
Free-talking:
Ss are to think and answer the questions While-reading 1. To guide the Ss to grasp the structure of the reading passage and have a deeper understanding of the Jews’ sufferings in the WWII by reading about what Anne went through and how she felt; 2. To encourage the Ss to read and work out the changes in Anne’s feelings and feel the cruelty of the war; 3. To improve Ss’s reading skills including guessing, scanning fast reading, and careful reading. 4. To guide them to
learn to appreciate the literature work and use the beautiful language and writing (1) Ask questions:
Who/What is Anne’s best friend? Why is the diary her best friend? (The answer to the second question will not be given direct. Instead, the question will be left to the post-reading part.)
(2) Ask questions:
Which part is her diary and what about the other part?
(3) Ask questions: What time and place did Anne lived in? Which ethnic group did she belong to? What did she do during the time? Did she study and play with us? (4)Ask the question “What happened to Anne if she was caught by the German Nazi?”, play the
(1) Ss are to read fast for the information and take a guess at or think about what might be the other reason for her choice besides that she could tell everything to it.
(2) Ss are to read fast and focus on the structure of the passage, pay attention to the format of a diary and summarize the main idea of each part.
(3) Ss are to scan for the background information about Anne.
(4) Ss are to watch a video about the sufferings of the Jews during the WWII, think about the question and have a deeper understanding the situation Anne was faced with then.
skills in their writings.
video, and add some
background information about the history.
(5) Ask the question:
What did Anne see? What’s the function of the contrast used here?
(6) Organize the group work on find out “How did Anne feel and think?”
(7) After Ss’ reports, to guide the Ss to have a brief review of the change in Anne’s feelings, and to guide them to read and feel.
(5) Ss are to read the diary part carefully and find out the descriptions about the scenes. After that, they are to think about the writing skills used here and about the function of the contrast.
(6) Ss are to work in a group to work out the adj. to describe Anne’s feelings and find out the clues to support their ideas. After the discussion, the representative of some groups will share what they’ve found with others.
(7) Ss are to have a review on the changes in her feelings and to read aloud and feel what Anne felt.
Post-reading
1. To encourage Ss to get some inspirations from reading about friendship, about wars, and about the present life and encourage them to cherish peace, friendship and the present life.
(1) Bring back the question “Why is the diary Anne’s best friend?”, guide Ss to share their understandings on it after reading and guide them to be more aware of what Anne was eager for.
(2) Guide the Ss to share their feelings and thoughts after reading the whole passage.
(3) Guide the Ss to read the three quotes and have a further understanding of friendship and the
(1) Ss are to share their understandings on the questions after their reading;
(2) Free-talking: Ss are to share their feelings, thoughts and what they’ve got from the passage.
(3) Ss are to read the three quotes aloud and strengthen their feelings and thoughts about peace, friendship and present life.
importance of the cherishing the present. The quotes are as follows:
Friendship needs to be
sown with loyalty, watered with enthusiasm,
fostered(培養(yǎng)) with rules and nursed with understanding.
Whoever is happy
will make others happy too. He who has courage and faith will never perish(死亡) in misery.
Think of all the
beauty still left around you and be happy.
Assignment
To consolidate what Ss have learnt Write a summary of “Anne's Best Friend” with the following key words.
“Jewish, hide, German Nazi, friend, diary, feel, crazy,
nature, on purpose, face to face”
IV. Teaching Reflections
本課以學(xué)生為主體，教師為輔助，注重學(xué)生思維的逐步生成，通過啟發(fā)式、探究式、參與式的教學(xué)方法，引導(dǎo)學(xué)生逐層建構(gòu)對(duì)友誼的理解，培養(yǎng)學(xué)生閱讀理解的能力和分析問題的能力，最終建立正確的人生觀與世界觀。整個(gè)教學(xué)過程關(guān)注學(xué)生的主體作用，教師主要作為組織者、引導(dǎo)者與監(jiān)督者，通過多媒體設(shè)備、PPT的使用，創(chuàng)設(shè)問題情境、布置學(xué)習(xí)任務(wù)、組織學(xué)習(xí)活動(dòng)，注重課堂生成，鼓勵(lì)學(xué)生多讀、多說、多思考。教學(xué)過程中，在教師逐步的引導(dǎo)下，學(xué)生帶著問題與任務(wù)，由淺入深地閱讀全文，通過略讀、找讀、快速閱讀、細(xì)節(jié)閱讀等閱讀環(huán)節(jié)，學(xué)習(xí)并欣賞英語(yǔ)語(yǔ)言的美感，逐步加深對(duì)主要人物情感態(tài)度的理解；通過看圖思考、獨(dú)立閱讀、小組探討、自由交流等方式，激活思維，形成理解，達(dá)到思維生成。不過由于時(shí)間不足，課堂難以實(shí)現(xiàn)對(duì)所學(xué)語(yǔ)言的運(yùn)用及總結(jié)，顧留作課后作業(yè)。
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