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人教版必修一unit1friends reading教案_图文

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-reading
1 Look at the pictures and the title of the reading passage. Guess what it might be about.

Pre-reading

Anne’s best friend

2 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.

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 II
Polish Jews on their way to a Nazi death camp

Jews in a concentration camp (集中营)

Jews being rounded up by Nazi soldiers and forced to leave home In Nazi Germany, Jews were required to wear a yellow star of David on their clothing.

Victims of the gas chambers (毒气室)

A mass grave

The 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 reading Scanning
2 Fill in the form below:
The place of the story The heroine’s(女主人 公)full name Her best friend The length of time her family hid away The time they started to hide

II Fast reading Skimming
1 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 reading
3 Join the correct parts of the sentences.

Netherlands Anne Frank her diary--Kitty over two years July 1942

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 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 Fast reading 速浏览安妮日记的每个段落的首句和末句, Skimming 归纳日记的中心大意(main idea of the 4 Read the diary quickly to find out the diary) 。归纳时,教师可给予学生一定的句 main idea of the diary. 型提示,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 hiding blue sky, songs of 意,可跳过新词汇直接阅读下面的内容。遇 never felt birds, moonlight, spellbound flowers 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 crazy wind, 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 reading
anxious sad Anne’s feelings as she was looking out at the night sky eager excited After he was rescued: earnest crazy
Josef, a Jewish boy rescued (解救)during World War II

How do you think he felt?
Before he was rescued:

lonely

calm

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 Summary
1 According to the information in the table below try to use the first person to retell the story:

Summary
Anne’s feeling
Time Nature Before blue sky, songs of hiding birds, moonlight, flowers After darkness, rain, hiding wind, thundering clouds Feeling never felt spellbound felt crazy, held in their power

Anne’s best friend
What What kind When Where What her diary told everything to World War II Amsterdam, Netherlands hid 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。

Retelling
I lived in Amsterdam ___________in the ______________ Netherlands Jewish during _____________. My family were ______, World War II hide away so we had to ___________ for a year and a half in order not to be caught ________________ by the German Nazis. During that time I wasn’t able to go outdoorsfor so long that I had ______________ grown so crazy ________ do with about everything to _______ nature. Once, I at midnight decided to look at the moon ___________ by myself.

Retelling
But I didn’t _______ open the window to see dare to the night face to face because I was afraid of ___________ being discovered by the Nazis. lonely I felt very _______ without seeing my old friends. So I had to make a new friend -my diary Kitty whom I could tell everything to. _____________, _________ Sadly, at last my family was discovered and caught bythe German Nazis 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: sth. do 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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