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视频标签：Friendship
所属栏目：高中英语优质课视频
视频课题：高中英语book1 M1U1 Friendship Reading浙大附中
教学设计、课堂实录及教案：高中英语book1 M1U1 Friendship Reading
M1U1 Friendship Reading Teaching Plan
浙大附中吴丽丹
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 (友谊的小船
说翻就翻)” 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(培养) 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
本课以学生为主体，教师为辅助，注重学生思维的逐步生成，通过启发式、探究式、参与式的教学方法，引导学生逐层建构对友谊的理解，培养学生阅读理解的能力和分析问题的能力，最终建立正确的人生观与世界观。整个教学过程关注学生的主体作用，教师主要作为组织者、引导者与监督者，通过多媒体设备、PPT的使用，创设问题情境、布置学习任务、组织学习活动，注重课堂生成，鼓励学生多读、多说、多思考。教学过程中，在教师逐步的引导下，学生带着问题与任务，由浅入深地阅读全文，通过略读、找读、快速阅读、细节阅读等阅读环节，学习并欣赏英语语言的美感，逐步加深对主要人物情感态度的理解；通过看图思考、独立阅读、小组探讨、自由交流等方式，激活思维，形成理解，达到思维生成。不过由于时间不足，课堂难以实现对所学语言的运用及总结，顾留作课后作业。
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