Learning about LanguagePPT配套教学设计内容

Unit 1 第二课时

阅读课

一、教学内容：Pre-reading; Reading and comprehending (pp. 2-3)

二、教学目标：

1．能力目标

在本节课结束时，学生能够



简单介绍主人公安妮所生活的时代背景以及她的悲惨遭遇，能根据提示复述课文部分内容。



简单描述人物由于环境变化而造成的思想感情的变化。



在同学和教师的帮助下正确理解结构较为复杂的句子。



初步掌握skimming 和scanning两种阅读技能，找出关键信息，并能在教师帮助下归纳阅读篇章中心。

2．

目标语言



重点词汇和短语

Netherlands, German, outdoors, thunder, entirely, power, curtain, dusty, go through, set down, a series of, on purpose, in order to, at dusk, face to face, no longer 

难句（非本单元重点的句型只要求理解，不要求加以运用）

I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound. For example, one evening when it was so warm, I stayed awake on purpose until half past eleven in order to have a good look at the moon by myself. It was the first time in a year and a half that I’d seen the

night face to face …

3. 文化目标



了解二战时期纳粹德国迫害犹太人的历史以及犹太人的悲惨命运。



通过阅读《安妮日记》体会作者在处于恶劣生活环境之下渴望友谊、朋友、大自然的心境，保持乐观的人生态度，更加珍惜和平和稳定带来的幸福生活。

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三、教学步骤：

步骤一

读前

Pre-reading 1．

让学生观察阅读部分的标题和两幅插图，猜测阅读篇章的内容。

2．

引导学生观察阅读部分的编排，了解它由几个部分组成，这几个部分分别讲述什么内容。

I Pre-reading1 Look at the pictures and the title of the reading passage. Guess what it might be about.Pre-readingAnne’s best friend2 Now observe the text carefully to find out:•how many parts it contains•what the different parts are aboutIt contains two parts. One part is one page of Anne’s diary, the other one is the background knowledge about Anne and her diary.

3．

选一两个小组汇报自己搜集的背景资料，简单介绍二战期间德国纳粹对犹太人的暴行和犹太人的悲惨处境，之后教师做补充。

Background: World War IIPolish Jews on their way to a Nazi death campJews in a concentration camp（集中营）Jews being rounded up by Nazi soldiers and forced to leave homeIn Nazi Germany, Jews were required to wear a yellow star of David on their clothing.

Victimsof the gaschambers（毒气室）A mass graveThe Holocaust（大屠杀）The remains of Jews （幸存者）

设计意图：让学生猜阅读篇章的内容，是在阅读前设置信息沟，激发学生阅读的欲望；让学生先了解课文的编排，避免学生在阅读时产生混乱的感觉。读前安排背景知识的介绍是有必要的，因为本文内容离学生现在的生活较远，对二战的历史不熟悉的学生不容易明白和感受到安妮日记中所描述的心境，此举有助于学生更好地理解课文。

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步骤二

快速阅读

Fast reading 1．

快速阅读背景叙述部分。

1）

让学生在半分钟内快速浏览(skimming)背景叙述部分两个段落的首句和末句，找出安妮的好朋友是谁，安妮的故事发生在什么时期。

2）

再次阅读该部分(scanning)，找出表格中所需的信息，并完成理解部分(Comprehending)的练习1。

Fast readingScanning2 Fill in the form below:The place of the storyThe heroine’s（女主人公）full nameHer best friendThe length of time her family hid awayThe time they started to hideII Fast readingSkimming1 Read the first part of the reading section and answer these questions:•Who was Anne’s best friend?Her diary―Kitty.•When did the story happen?During World War II.Fast reading3 Join the correct parts of the sentences.NetherlandsAnne Frankher diary--Kittyover two yearsJuly 19421.Anne kept a diary because2.She felt very lonely because3.They have to hide because4.Anne named her diary Kitty becauseA.She couldn’t meet her friends.B.Jews were caught by Nazis and put away.C.She could tell everything to it.D.she wanted it to be her best friend.

2．

快速阅读日记部分

(skimming)。让学生快速Fast reading浏览安妮日记的每个段落的首句和末句，归Skimming纳日记的中心大意（main idea of the diary）。4 Read the diary quickly to find out the 归纳时，教师可给予学生一定的句型提示，main idea of the diary.然后由学生将信息补充完整。

her feelings about nature•Anne expressed_______________________after hiding for a long time.设计意图：归纳大意对大部分刚刚进入高中阶段Everything about nature•______________________kept Anne spellbound.的学生会有困难，因此教师可适当降低难度，让学生先说出关键词，然后

再让他们归纳成句子。让学生快速浏览日记后找时间、地点、人物等要素，目的是教学生学会快速阅读的技巧，为概括中心内容打基础。

步骤三

仔细阅读

Careful reading 1．

让学生仔细阅读安妮日记。阅读前，教师要III Careful reading求学生在阅读过程中不使用字典或词汇表1 Read the diary carefully and fill in the table.查文中新词汇的含义，应根据上下文先猜测Time Nature Feeling 词汇。如猜不出，只要不影响理解句子的大Before hidingblue sky, songs of 意，可跳过新词汇直接阅读下面的内容。遇birds, moonlight, never felt spellboundflowers到理解困难的部分，可划线做标记。读后完After hiding成右表（可以填关键词）。

darkness, rain, felt crazywind, thundering 2．

让学生思考安妮遥望夜空时的心情，想出最clouds能抒发她的感受的词汇。

3．

让学生看图片中的犹太人小男孩Joseph, 用适当的形容词或表达用语来形容他在被解救之前和解救之后感受的不同。

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Careful readingHow do you think he felt?

anxiouseagerBefore he was rescued:

sadexcited

Anne’s feelings as lonelyAfter he was rescued:

she was looking out at the night skyearnest

Josef, a Jewish boy rescued （解救）during World War IIcalmcrazy

设计意图：由于Comprehending的练习2里的第2、3问题是让学生说出安妮在躲藏前后对自然的感受，让学生感受安妮对外界一切事物的怀念和向往，这与上面设计填表格的练习目的是一样的，但形式不同。对于问答题，可能学生不容易做完整的回答，而填写表格时允许部分学生填写关键词而减低答题难度，就可以让不同层次的学生参与同样的活动。随后的看图表达的任务则是帮助学生巩固并学会运用上面归纳的词汇。

步骤四

难句点评

Difficulties 1．

学生四人小组交流自己在阅读时遇到的难以理解的词汇或句子，小组成员通过讨论各自阐述自己的见解。

2．

各组提出本小组成员解决不了的难句，鼓励其他小组给予帮助，或由教师引导解决。

3．

最后教师提出几个难句，与学生共同分析，并解释句子的含义以及用法。

IV Difficulties

Pick out the difficult sentences

from the reading passage. Discuss in groups of four and

work out the meaning together.

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设计意图：让学生自己提出问题，并以协作式活动让学生内部解决问题，激发学生积极思考和提问，也能提高部分层次高的学生的分析能力。

步骤五

小结和复述

Summary and retelling 1．

根据前面做过的两个表格信息，让学生自己口头对信息连成短文进行自我复述课文。

V SummarySummary

1 According to the information in the table below Anne’s feelingtry to use the first person to retell the story:

TimeNatureFeelingAnne’s best friend

Before blue sky, songs of never felt Whather diaryhidingbirds, moonlight, spellboundWhat kindtold everything to

flowersWhen World War IIAfter darkness, rain, felt crazy, held

WhereAmsterdam, Netherlandshidingwind, thundering in their powercloudsWhathid away so as not to be

caught

2．

教师提供范例，请学生以填空的形式复述，然后朗读复述内容。

RetellingRetelling

I lived in ___________in the ______________ AmsterdamNetherlandsBut I didn’t _______ open the window to see dare to

Jewishface to faceduring _____________. My family were ______, the night ___________ because I was afraid of World War IIhide awayso we had to ___________ for a year and a half being discovered by the Nazis.

not to be caughtin order ________________ by the German lonelyNazis. During that time I wasn’t able to go I felt very _______ without seeing my old

outdoorsgrown so crazy________ for so long that I had ______________ friends. So I had to make a new friend --my diary Kittydo witheverythingabout everything to _______ nature. Once, I _____________, whom I could tell _________ to.

at midnightdecided to look at the moon ___________ by Sadly, at last my family was discovered and the German Nazismyself. caught by _______________ sometime later.

设计意图：学生刚上高中，概括能力有限，因此用关键词和重要短语为线索进行复述课文，降低了复述难度。老师让学生以填空的形式复述是另一种概括方式，目的是给学生复述的示范和模式。

步骤六

作业

Homework 1．

再次阅读课文，学生四人一小组，将教师列出阅读文中出现的重点词汇和短语（如：do sth. on purpose；in order to；face to face；hide away；set down a series of...；go through；dare... etc）通过讨论、查资料等方式独立归纳出其意义和用法。

2．

两人小组互相以第一人称复述课文。

设计意图：让学生通过小组活动查阅等方式学习词汇的用法和意义，目的是让学生亲身体验学习过程，印象会更深刻。

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