Learning about LanguagePPT专用教学设计内容

Unit 1

Friendship

Teaching Design Period 2

Reading

Anne’s Best Friend

一．本节课是一节阅读课，首先第一步我采用情景描述法进行导入，让学生自己用几个单词描述自己心目中的朋友的性格特点。并把相关的词汇、句型写在黑板上，有利于词汇的积累和对所学的知识的一种再现。便于巩固和加深印象。

二.

采用提问法，激起学生思考：

（1）

Make a list of reasons why we need friends. （2）

What kind of person do you want to make friends with? （3）Does a friend always have to be a person? 设计意图：让学生围绕朋友这一主题和内容展开回答，问题贴近生活，让他们思考并得出结论我们生活在社会这个大家庭当中拥有朋友的重要性以及得到的启示，即患难见真情，我们需要的是永久的友谊而不是由于利益关系等短暂的友谊。最后一个问题很值得学生进行认真思考，一般很少有学生把人类以外的事物当成最好的朋友，有个别的把宠物当成好朋友。起到一个抛砖引玉的作用。

三．任务前活动。

设计问题：

（1）Who’s Anne’s best friend?

（2）What do you know about Anne? Say one or two things you know about Anne？

设计意图：利用网络及其他渠道收集一些有关这篇文章主人公基本背景资料和历史图片，来介绍文章的历史背景和主人公的相关信息，帮助学生了解二战中德国纳粹党对犹太人的残酷迫害，我们可以在感受外国历史文化的同时，辅助学生在课堂上进行快速阅读时能够更好的理解课文。鼓励学生充分发挥想象力大胆预测故事情节。

四，任务实施环节

（一）快速阅读：

1.找读。带着问题听课文，弄懂文章大意，采用了找读（scanning）的阅读技巧。即提高了听力又实现了阅读技能的训练

（1）how many parts it contains？

（2）what the different parts are about？

2．跳读。划分段落以及每一部分的重要信息，这一步有助于学生先把握住文章的整体结构，训练学生的快速阅读的能力。

Part 1 (Para1-2) background Part 2 (para3-5) What is the main idea of the diary? （二）细读：

1．分析每一部分的细节信息。“任务一”细读第一部分，做课后第一题。“任务二”细读第二部分，通过合作学习归纳不同时期的人物心情的变化，来填写表格和回答问题。

（1）Why didn’t Anne go downstairs until the window had to beshut .

（2）How did Anne feel when she watched the wind and the thundering clouds? （3）Why did Anne no longer just like looking at nature out of the window? .2．

头脑风暴。学生通过上下文语境体会主人安妮的心理变化，便于提高其情感态度，从而主题得到升华，是学生意识到朋友和友谊的重要，懂得去珍惜友谊，感恩生活。

五．任务后的反思。

(1)做课后练习题二，阅读之后回答问题，锻炼学生的归纳能力以及检验学生对课文理解和掌握的程度。

(2)复述课文，让学生初步了解记叙文的写作，拓展学生的视野，培养学生自主学习的能力，为后面的写作做好准备。

六．讲解阅读中的部分难点；开展小组活动，学生互相讨论和帮助，讲解课文的重、难点。最后再由教师进行修正、整理和补充说明。

七．

Homework: 阅读课文，熟悉课文内容；复述课文。达到巩固课文的目的，加深对课文的理解。

Teaching goals：

1．to promote the Ss’ abilities of reading comprehension

2．to realize the importance of friends and friendship, value the friendship between friends by learning the reading text and tell true friends from false friends in their lives. Teaching important points:

1. Get Ss to know the main idea of the passage

2. Help them understand Anne’s feeling about nature and love freedom. Teaching difficult points: Get the students to learn different reading skills for different reading purposes

Teaching methods 1. Task-based teaching and learning 2. Cooperative learning and Discussion Teaching procedures：

Step1 Leading-in

Ask the students the following questions so as to begin to focus students’ attentions on the main topic of the reading passage 1)

List some qualities of a good friend. 2）Does a friend always have to be a person? What else can be your friend? Step2. Fast Reading 1.Get the students to try to guess what Anne’s friend was and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it. 2. Get the students to skim the first two paragraphs to confirm their guessing. 3. Have the class read the passage silently and then ask them to fill in the blanks. Time World War II place Amsterdam, Netherlands Why Jewish, German Nazis Hiding length Nearly twenty-five months Friend’s name A diary called kitty 4. Reading Anne’s diary and answer the question: What’s the main idea of the diary? Step3. Careful reading

1)

While reading , guess the meanings of “spellbound”, “hold me entirely in their power” from the discourse.

2)

After reading , ask the students how Anne felt in the hiding place and get them to give the two examples to show her feelings then. 3)

Choose the best answers according to the diary. 1. Anne Frank and her family hid away for___ A over a year

B over two years C three years

D one year and a half 2 .According to Anne ,a true friend is a person___ A that would laugh at you

B who makes you happy C whom you can trust

D who could save your life 3. Anne said that she had grown crazy about nature because___ A her interest in nature had grown B she had always been so C she had been outdoors too long D she had been indoors too long 4. She didn’t dare open the window when the moon was bright .That’s because___ A they might be discovered

B her family might be disturbed C it was very cold

D a thief might get into the room Suggested answers: 1-B 2-C 3-D 4-A 4)

Ask the students to read the diary again and try to retell it. The retelling must include the information required below: Anne in World War II how to enjoy herself?

-what?—why? Sample retelling: The diary by Anne ,a Jewish girl, gave a glimpse of her life during her family’s shelters in Amsterdam from the German Nazis’

killing in the Second World War .She treated the diary as her best friend, and in it she revealed her longing for a normal life and close contact with nature ,which helped her get through the days. Step3 Post-reading Get the students to do the exercises in the part Comprehending. This part helps students further understand the text by doing multiple choices, questions and answers, and matching. Step4

Language points. 1. wonder v. (wondered, wondered, wondering) 纳闷; 想知道; 觉得奇怪; 不明白

E.g.

I wonder at her rudeness.

I wonder whether you like her. 2. do with与……有关,

处理, 对付

E.g. Her job is to do with computers. The man is difficult to do with. 3.

stay awake

1) stay 使……保持某种状态

I stayed awake through the stormy night.

He stayed single all his life.

2) awake

醒着的

他睡着还是醒着? Is he awake or asleep? awake为表语形容词, 不做定语。类似词有: afraid, alive, alone, asleep, etc.

4. dare v. 敢, 敢于. 具有情态动词和一般动词两种用法。

①

在肯定句中的dare, dares, dared之后, 不定式一般加to。

E.g.

He dared to do that and something even worse. ②

在否定句中和疑问句中的dare之后,

不定式一般不加to。

E.g.

She dare not go home now. 5. It(This, That)

is/was

the

first(second,third…)time that sb. have/had done sth.

某人第一(二、三…)次做某事

Eg:(1)这是你本周第三次迟到。

This is the third time that you have been late this week. (2)那是我最后一次见他。

It was the last time that I had seen him. 6. Not …… until ……★

He didn’t go to bed until his mother came back.

用法拓展：(1)本句型中主句谓语动词为瞬间动词，非延续。（2）当not until 放在句首时，主句用倒装语序，从句不倒装。（3）

在强调句中一般用not until 短语或从句。

7. happen to do sth. 碰巧正在做某事

when I was about to look for him, he happened to come in. 用法拓展:(1) happen to be doing 碰巧正在做某事

（2）happen to have done 碰巧做完了某事

（3） happen to sb. / sth .发生

（4） it happens that (从句)= 主语+ happen + to do 碰巧…….

（5） As it happens 碰巧；偶然

Eg.It happened that I met him on my way home, yesterday. I happened to meet him on my way home yesterday 8. It’s because … it is 之后表原因的从句中，只能用because 来引导不能用since或

as I think it’ because you eat too much.

用法拓展：this/ that/ it +is + because/ why/ when/where/how…

------ why hasn’t Jane spoken to me these days? ------ it is ____B_____ you spoke ill of her behind her back. A. as B. because C. for D. since

( it is 之后只能用because 引导表语从句，for 是介词，不能引导表语从句)

Step5.

Homework 1. Read the text again and review the meaning and usage of the key words and phrases: 2. Retell the story yourself in the first person. Finish the exercises on P4.