Learning about Language教学设计第二课时

阅读语篇教学设计

B1U1 Anne’s best friend

增城中学

王杨

主题语境：人与社会——人际关系与社会交往

语篇类型：日记体

授课时长：两课时（每课时40分钟）

文本分析

文章的标题是“安妮最好的朋友”，文章讲述了犹太女孩安妮为躲避纳粹的迫害而藏身于小楼阁中，并把日记当作自己最好的朋友，通过写日记来表达自己孤独和郁闷的心情。由于自己特殊的身份，而不能充分享受大自然所赋予的一切，她在日记中描述了自己对大自然的狂热。通过阅读，学生不但能进行阅读技能的训练，还能学习一些新的词汇和短语的表达方式，同时在阅读过程中，还能欣赏英语语言的美，感受主人公乐观自信的人生态度和纯洁美丽的心灵。

学情分析

全级学生的英语学习成绩不太均衡。1-4班的学生听、说、读、写能力相对较强，英语学习基础较好，这些学生有较强的学好英语的欲望。5-20班的学生英语学习基础较差，词汇量严重不足，单词的记忆基本上是死记硬背，对英语的词性、基本句型等最基础的东西有较多的知识盲点，学习英语的良好习惯和自觉性还没有形成，缺乏有效的学习策略。关于阅读的技巧的理解和运用和如何快速获取阅读信息，对多数学生而言，仍然是一个漫长的过程。

教学目标

在本课学习结束时，学生能够：

1.

获取梳理文中有关Anne及其最好的朋友的事实性信息；

2.

掌握Skimming的阅读技能，学会概括全文及各段落的主要内容；

3.

推断Anne写下这篇日记的心情并举例论证；

4.

欣赏英语语言的美，感受主人公Anne乐观自信的人生态度和纯洁美丽的心灵; 5.

了解二战中德国纳粹对犹太人的迫害以及犹太人的悲惨命运。

教学重点

学生通过阅读，获取关于Anne最好的朋友的事实性信息；掌握Skimming的阅读技能，进行阅读思维能力的训练。

教学难点

理解文中的长难句；通过与同学探讨Anne的处境与心情，达到对文章的深层次理解。

教学资源

教材、多媒体课件、教案、黑板和粉笔

教学过程

步骤

教学活动

设计意图

互动时间&模式

Warming-up Step 1 Ss Read the proverbs on Page46, and choose one which touches them most.

引出主题。

2’

CW IW 8’

IW Step 2 Ss finish the survey on P1, add up the score and see how many 创设情境，进一points they get. Then see the results together. 步理解怎样才能

Pre-reading Step 3

T

asks Ss the following questions: (1) Why do you need a good friend? (2) What should a good friend do for you? (3) Does a friend always have to be a person? What else can be your friend?

1st reading 1.

Ss read the title “Anne’s best friend” and predict what might be talked about in the text. 2.

T directs Ss to read the structure of the text and teaches them how to skim a passage or a paragraph. Then Ss find out the main ideas of the whole text and the first two paragraphs (if possible, ask Ss to underline the topic sentence or summarize the main idea themselves; if not, use the following exercise): The text mainly tells us___________ A.

the importance of keeping a diary B.

how to make friends with others C.

what Anne liked to do in her free time D.

why Anne chose her diary as her friend Read the first two paragraphs and match the main idea with each paragraph. Para.1

A. Anne’s family was Jewish so they had to

hide or they would be caught by the German

Nazis. Para.2

B. Anne made her diary her best friend. 2nd reading 1.

T asks Ss to read the text carefully and finish Ex1 on P3 in the textbook. 2.

T asks Ss to read the text carefully again and finish Ex2 on P3 in the textbook.

当一个好朋友。

1．引起学生兴趣、激发学生思维。

2．以问题导入新课。

5’

CW IW

While reading

Step 4 1. 强化读标题、14’

读图预测的能IW 力，了解文章体裁和结构。

2. 学会skimming的阅读技能，整体理解文章，归纳段落大意。

Step 5

1. 理解细节，进一步熟悉课文，培养整合信息能力。

2．培养学生应对及解决问题的能力。

20’

IW GW

Step 6

3rd reading 帮助学生深入理Ss read the text again and then in groups discuss how to 解Anne的心理describe Anne’s feelings as she was looking out at the night: 特征变化。

first, brainstorm some adjectives to describe her feelings. Make a list of at least five. Then, share the list with the whole class.

10’

GW CW Post-reading Step 7 Ss work in groups: imagine you have to go into hiding like Anne and her family. What would you miss most? Give your reasons. Then T asks some students to report to the whole class.

学生通过共情练10’

习，进一步了解GW 二战中犹太人的CW 悲惨命运，感受主人公的处境。

Difficult sentences Step 8

Ss first work by themselves and then in groups to understand some long and difficult sentences: (1)

Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? 你是不是想有一位无话不谈、推心置腹的朋友呢？

whom you could tell everything to 是定语从句，修饰friend。此处的like相当于

such as。

(2) 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. 我不知道这是不是因为我长久无法出门的缘故而使我变得对一切与大自然有关的事物都无比热爱。

I wonder if是个固定句型，也是本句话的主干部分，意思是：“我想知道是否……”. It’s…that是强调句型，强调because引导的原因状语从句。

(3) 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. 我记得非常清楚，以前，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未令我心迷神往过。

I can well remember是句子的主干部分，that引导一个宾语从句。宾语从句中又含有一个句型

there was a time when…，when引导的从句的主语是a deep blue sky… and flowers, 谓语动词是could never have kept, 宾语是me, spellbound是个宾语补足语. There was a time when…意思是“曾经有个时期……”如：

There was a time when I was a beautiful girl. 曾经我是个漂亮的女孩。

深度理解文本，解决阅读中存在的语言问题，在语境中关注词汇学习，在句子理解的活动中训练思维与表达。

20’

IW GW

There was a time when life was very hard for Madame Curie. 曾经有过一个时期，居里夫人的生活非常艰难。

Keep +O + C其中的补语可以由现在分词、过去分词、形容词等来充当，如：

He likes to keep the windows open while sleeping. 他喜欢开着窗子睡觉。

Sorry to keep you waiting so long. 很抱歉让你久等了。

The farmers keep us supplied with fresh fruit and vegetables. 农民们不断向我们供应新鲜的蔬菜和水果。

(4) The dark, rainy evening, the wind, the thundering clouds held me entirely in their power; it was the first time in a year and a half that I’d seen the night face to face…

漆黑的夜晚，风吹雨打，雷电交加，我全然被这种力量震慑住了。这是我一年半以来第一次目睹这样的夜晚……

it be the first, second,…time that… 是个固定句型，其从句的时态也是固定的，若be用一般现在时，则从句用现在完成时;若be用一般过去时，则从句用过去完成时。如：

It’s the first time that I’ve been to Beijing.

这是我第一到北京来。

It was the second time that he had made the same mistake.

他这是第二次犯同样的错误。

(5) It’s no pleasure looking through these any longer because nature is one thing that really must be experienced.

观看这些已经不再是乐趣，因为大自然是你必须亲身体验的。

It’s no pleasure doing sth是一个固定句式。其中it是形式主语，真正的主语是后面的looking through these any longer。Because引导一个原因状语从句，其中that引导定语从句修饰前面的thing。

Homework 1.

Read the text again and try to better understand it. 2.

Finish Notes on words and Words and expressions in B2&B3 in the Student Times.

备注：Ss: Students

T: Teacher

IW: Individual work

GW: Group work

CW: Class work

1’