Warming up、Pre-reading、Reading、Comprehending课堂实录【3】

附件：

教学设计方案模板

教学设计方案

课题名称

姓名

年级学科

Unit 2 King Lear 张改棉

高三英语

工作单位

教材版本

无极县第二中学

人教版高中英语选修10

一、教学内容分析（简要说明课题来源、学习内容、知识结构图以及学习内容的重要性）

本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解;

二、教学目标（从学段课程标准中找到要求，并细化为本节课的具体要求，目标要明晰、具体、可操作，并说明本课题的重难点）

I.

过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。

II.

情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。

III.

教学重点和难点：

词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit 短语：

add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in

难点：Understand the real meaning of friends and friendship; Discuss the answers to the questions (Reading);

三、学习者特征分析（学生对预备知识的掌握了解情况，学生在新课的学习方法的掌握情况，如何设计预习）

Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；课本内容接近学生生活，对学生有教育意义，容易激发学生的学习热情，易于展开讨论。

四、教学过程（设计本课的学习环节，明确各环节的子目标）

Step one Pre-reading 1.

Why do you need friends? Make a list of reasons why friends are important to you.

Reasons I need friends: to cope with stressful situations in life to share my worries and secrets in my inner world to show my concern for other people

to let other people share my happiness to unfold to other people the secrets in my heart 2. Does a friend always have to be a person? What else can be your friend? No. There are many things. e. g. a dog, a cat, a dictionary, a computer, a toy car, a mobile phone, a TV set…

3.Guessing:Who’s Anne’s best friend?

4.What do you know about Anne?

Say one or two things you know about Anne. Born on June 12, 1929, Anne Frank was a German-Jewish teenager at that time.

Show some pictures of Anne and her family and the Jewish and theNazi death camp to let the students know more about Anne and her diary and the setting of the story. 5.Look at the pictures and the heading and guess what the

text might be about. They stayed on the top floor, with curtains drawn so as not to attract unwanted attention.

Step two

1.Reading skills: skimming How to skim: •

Read the title. •

Read the introduction or the first paragraph. •

Read the first sentence of every paragraph. •

Read any headings and sub-headings. •

Notice any pictures, charts, or graphs. •

Notice any italicized or boldface words or phrases. •

Read the summary or last paragraph.

Skim the passage fast to get the main idea of the diary.

The whole text is very simple. It just tells us a story about a little

girl who hid away with her family in World WarⅡ. When we read, we

could know the situation (情况), feeling (情感) and suffering of the Jewish. Now observe the text carefully to find out: •

how many parts it contains •

what the different parts are about It contains two parts. One part is one page of Anne’s diary.

The other one is the background knowledge about Anne and her diary.

Paragraphs

Main ideas Words & expressions Paragraph 1 Anne made her diary her best friend whom she could tell everything to.

Paragraph

2 Anne’s diary acted as her true friend

during the time she and her family had hide set away

down

feeling

go through

to

a series of hide away for a long time.

Paragraph

3 Having been kept indoors for so long,

Anne grew so crazy about everything to do with nature.

crazy

on purpose

in order to

dare face to face…

The time of the story (when) The place of the story (where) The heroine (女主人公)

of the story World War II

Amsterdam in Netherlands

Anne

her diary--Kitty Anne’s best friend

(what) They were Jewish and would be Reasons for

being hidden caught by the German Nazis.

over two years The length of time they hid away Thursday

The date of the diary 15, June, 1944

2.Reading skills: scanning How to scan:

•

Read for specific information you are looking for.

•

Use headings and any other aids that will help you identify which sections might contain the information you are looking for. •

Selectively read and skip through sections of the passage.

Scanning 1.

Anne kept a diary because 2.

She felt very lonely because 3.

They have to hide because 4.

Anne named her diary Kitty because A. She couldn’t meet her friends.

B.

Jews were caught by Nazis and killed. C.

She could tell everything to it. D.

she wanted it to be her best friend. 1-C

2-A

3-B

4-D 3. Detailed Reading 1. What is a true friend like in Anne’s opinion?

In Anne’s opinion, a true friend is a person whom you can trust. That’s to say, you can tell everything to this person.

2. What is an ordinary diary like according to Anne? What about her diary? According to Anne, an ordinary diary is where most people like to

set down a series of facts. But Anne wrote down her deepest feelings and thoughts in her diary. She told everything to her best friend - her diary. 3. Why did the windows stay closed Because they shut the windows in order not to be found and caught by the Nazis. 4. How did Anne feel? She was afraid of being found and at the same time was eager to touch the outside world.

5. Why was she so crazy about things to do with nature? Because she had been indoors too long, she was so eager to see the outdoor world —— the blue sky, the singing birds, the beautiful flowers, the bright moon. 6. Why did she stay awake on purpose until very late one evening?

Because she wanted to have a good look at the bright moon. 7. About how long had Anne and her family been in the hiding place when she wrote this diary?

For nearly twenty-five months. The family went into hiding early July 1942. On the 15th June 1944 Anne wrote this diary entry.

8. How did Anne feel about nature before she and her family hid away?

Before she and her family hid away, she didn’t pay much attention to nature because it never attracted her attention. But now since she was hidden, it has changed much to her. 9. Read paragraph 3-4 carefully and fill in the form below Time

Nature

Feeling

Before hiding blue sky, songs of birds, Never spellbound

felt moonlight, flowers

After hiding

darkness, rain,

wind, thundering

clouds

Grew crazy

10. What did Anne feel when she was looking out at the night sky?

She felt so excited, eager, earnest, anxious, sad, lonely…

11. Why did Anne no longer just like looking at nature out of the window?

She didn’t want to be a “prisoner” in the hiding place any longer. She wanted to live a normal life again. Step three Choose the correct answers.

1. Anne Frank and her family hid away for _____.

A. over a year

B. over two years

C. three years

C. 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. she had interest in nature

B. she had always been so

C. she had been outdoors

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 Step four Group discussion

Suppose you have to stay indoors to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. But there will be no computer, telephone, TV or radio at home. How will you feel? How will you spend the 3 months? What would you miss most? Why? Step five

Retelling I lived in ___________ in the ______________

during _____________. My family were ______, so we had to ___________ for a year and a half

in order ________________ by the German Nazis. During that time I wasn’t able to go ________ for so long that I had ______________ about everything to _______ nature. Once, I decided to look at the moon ___________ by myself. But I didn’t _______ open the window to see the night ___________ because I was afraid of being discovered by the Nazis.

I felt very _______ without seeing my old friends. So I had to make a new friend_____________, whom I could tell_________ to. Sadly, at last my family wasdiscovered and caught by _______________sometime later. Step six Language points 1.

go through

经历, 经受

The country has gone through too many wars. I’d like to have you go through the book.

Mother went through the drawer looking for the sweater.

2. hide: hid, hid/ hidden hide away 躲藏, 隐匿

hide away + 地点状语

hide +宾语

+ away hide away

+ 宾语

They were afraid and hid away. The thief hid away in a friend’s house. She hid her money away. 3. set down 放下; 记下; 登记

Why don’t you set your ideas down on paper? 你怎么不把你的想法写在纸上呢? I will set down the story as it was told to me. 我要把这听来的故事原原本本地记下来。

I set down everything that happened then. You should set down the key language points in your notebook. set sb down 让\叫……下车

set down as 把……看作

set down to 把……归因于

e.g. I set the man down as a salesman. He set down his failure to his poor health. set about (doing) sth 着手干某事

e.g. They set about making preparations for the party. set back 使后退

(延迟), 拨回

(慢)

set forward 提出, 拨快

(表钟), 促进

e.g. Please set back your watch an hour. set off

动身, 出发, 引爆

set out 出发, 着手干

(to do), 陈诉

e.g.: They set off/out at dawn and arrived there at about 10:00 am.

The little boy dared not set off the fireworks. set in 开始

(并将延续下去) The rainy season has set in. 雨季已经开始了。

set forth 阐明, 称述

The reason for my decision are set forth. 做出这项决定的理由我已经阐明了。

set up 创建,

建立

The government has set up a committee to

inquire into the problem. 政府成立了一个委员会调查这个问题。

4. series (单复同形) There is a television series on this channel every night. a television series: 电视连续剧

a series of + n (pl) 一连串的;

一系列; 一套

a series of good harvests/questions There has been a series of car accidents at the crossing.

He saw a series of white arrows painted on the road. 他看见马路上画有一连串的白色箭头。

There’s been a whole series of accidents on this stretch of road recently.

近来在这一路段发生了一连串事故。

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

I wonder at her rudeness.

I wonder whether you like her. We wonder that the little boy is a

university student. 名词

(pl. wonders) 惊奇; 惊异; 惊叹

There was a look of wonder in his eyes. 6. stay awake

1) stay 使……保持某种状态

I stayed awake through the stormy night.

He stayed single all his life.

The weather stayed hot.

Stay seated! 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. 7. on purpose 故意

They have come here on purpose to

see you．他们特意来看望你。

She broke the vase on purpose．

她故意把花瓶打碎。

purpose

n.

目的, 意图

carry out the purpose

实现目标

cover one’s true purpose 掩盖真实意图

fit sb’s purpose 符合某人的意图

Will this answer fit your purpose?

这个答案符合你的意图吗? 8. in order to

为了(做什么事) He works very hard in order to support

his family. 他努力工作是为了养家糊口。

He got up very early in order to catch

the first bus. 他起的很早是为了赶上头班车。

9. But as the moon gave far too much

light, I didn’t dare open a window.

1) far 常与too或形容词连用, 意思是相当地, ……得多

too much ＋不可数名词

“太多” too many ＋

可数名词

e.g. You have wasted too much time.

You have given me too much.

The schoolbag is heavy. I have put too many books in it. 10.power .n. 1) (人的)能力, 精力, 力量

do everything in one’s power to help

尽力帮助

out of/beyond one’s power 能力所不及

Knowledge is power.

2) 权利, 权限

the power of the law (法律)

come into power

握权

in power

当权, 执政

3) 体力, 智力, 精力

His powers are falling.

他的体力正在衰退中。

a man of varied powers

多才多艺的人

11. It/This is the first/second …time that +主语+have/has done. It/This was the first/second/third …time that + 主语+ had done. 意为“某人第几次做某事”

It is the second time that Tom ________ to Beijing. It was the third time that I _________ the super star. I’m not familiar with the town. It is the first time that I ______________.

He told me it was the fourth time that he ________________________.

(犯同样的错误)

12. Entirely

adv.

完全地; 全然地; 整个地

I admit it was entirely my fault. The company is run almost entirely by middle-aged men. I’m not entirely happy with that idea.

我对那个主意并非十分满意。

Step seven

Homework 1.Read the text again and review the meaning and usage of the key words

and phrases: do sth. on purpose, in order to,

face to face, hide away, set down, a series of, go through, dare, hold…in one’s power, no longer

2. Retell the story yourself in the first person.

五、教学策略选择与信息技术融合的设计（针对学习流程，设计教与学方式的变革，配置学习资源和数字化工具，设计信息技术融合点）

教师活动

预设学生活动

设计意图

教师通过

Teacher uses the pictures connected with the tex.

看图谈论，直观地将与本课内Show three pictures to let them 容有关的图片know more about the text

展现出来。学生很自然地被迁移到了新课中来

Teacher uses the questions connected with the tex.

let them know more about the text

既提高了阅读能力又加深了对文章的理解

教师利用Teacher explains the new

Students know the Chinese words with examples

meanings of the words.

这个练习让学生初步掌握课文里的部分困难单词，增强对语言的理解。

六、教学评价设计

1. 利用多媒体制作课件，增大了课堂容量，加大了练习的力度，也加快了课堂的节奏。

2. 为了调动学生的积极性，导入采用了大量的图片，形象直观；在做阅读后加入了一小部分听力；单词的处理让学生根据提示猜测词义。

3. 教学过程体现了素质教育的全体性，由浅入深，由易到难，由表及里的阅读理解练习能给不同程度的同学提供体验成功乐趣的机会，能调动全体学生参与的积极性。

英语阅读课最重要的是培养学生的阅读理解能力，用英语去完成任务，这节课达到了这样的目的。教学设计挖掘了文章的内涵和主旨，使各种有用信息渗透到英语教学之中；整个过程始终贯穿着培养学生的各方面能力，全方位开发学生的潜能。这种教学设计克服传统的教师讲、学生记的弊病，学生在教师引导下学会思考、学会分析、学会发现，学会表达，真正发挥了学生的主体作用和教师主导作用。课堂上能做到全面提高学生的英语能力，通过师生，生生的交流，合作，探究，取得很好的教学效果。

七、教学板书

Retelling I lived in ___________ in the ______________

during _____________. My family were ______, so we had to ___________ for a year and a half

in order ________________ by the German Nazis. During that time I wasn’t able to go ________ for so long that I had ______________ about everything to _______ nature. Once, I decided to look at the moon ___________ by myself. But I didn’t _______ open the window to see the night ___________ because I was afraid of being discovered by the Nazis.

I felt very _______ without seeing my old friends. So I had to make a new friend_____________, whom I could tell_________ to. Sadly, at last my family wasdiscovered and caught by _______________sometime later.

八、教学反思（可以从如下角度进行反思）：

本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。本节课分层教学，在阅读课文，理解课文的基础上进行课文知识点的细致处理。教师通过这个练习培养学生前后联系能力和逻辑分析能力, 这节课是阅读课，我觉得完成了本课的教学任务，实现了教学目标。在课堂上调动起了学生学习英语的积极性，全面的训练了学生的听、读、说的能力。需要改进的地方：单词短语部分讲解过多，占了很多时间，可以将其改为课后练习的形式。在以后的教学中要注意改进。