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1、精品文檔，僅供學習與交流，如有侵權(quán)請聯(lián)系網(wǎng)站刪除 基于“翻轉(zhuǎn)課堂教學模式”的課堂設計 ——以Anne’s Best Friend閱讀教學為例 鎮(zhèn)海中學 陳軍 Ⅰ. Analysis of the teaching material and students The topic of this unit is friendship while the teaching material in this lesson is about Anne’s diary. In terms of the content of the diary, Anne not only set dow

2、n a lot of facts as ordinary people did but also gave a vivid account of her deepest feelings and thoughts in it. Students who live in an age of peace may have difficulty understanding Anne' experiences and feelings. Therefore, the teacher intended to guide them to think transpositionally by compari

3、ng their own experiences with Anne’s and have them think critically what accounted for the different feelings of theirs and Anne’s. As for the vocabulary and sentence structures of the diary, we can’t deny that it is quite difficult for senior one students to understand the original work of Anne’s d

4、iary very well. Meanwhile, there is slight possibility that students can both have a good command of all the language points and have a further understanding of feelings and thoughts hidden beyond the lines. In this case, the teacher intended to apply Flipped Class Teaching Method. Before the class,

5、 students will be given a previewing sheet (dealing mostly with language study). Students are expected to teach themselves the important vocabulary and sentence structure in the text. While in the class, the teacher is to guide students to think critically and transpositionally in order to have a fu

6、rther understanding of the deepest feelings and thoughts hidden in Anne’s diary. Ⅱ.Teaching goals: 1. Language knowledge: In this lesson, students will be able to learn the new words and phrases in situations: grow crazy about, never have kept me spellbound, held me entirely in their power 2. L

7、anguage skills: In this lesson, ① students will be able to use key words and pictures provided in the text to work out the background information of a story; ② students will be able to skim the whole text and find out needed information for further understanding; ③ students will be able to

8、 read carefully and find out the hidden information beyond the lines; ④ students will be able to think critically and transpositionally and work out the reasons for the change of Anne’s feeling based on comparison between their own experiences and Anne’s. 3. Learning strategies: In this lesso

9、n, ① students will be able to share their previous knowledge with others and get the new information needed; ② students will be able to cooperate to fulfill tough tasks and group project. 4. Emotion and attitude: In this lesson, ① students will be able to feel the cruelty of World War II

10、 and German Nazis, and show sympathy to Jews like Anne and her family; ② students will be able to sense the strong eager for peace, freedom and nature of those who lose freedom; ③ students will be able to realize the importance of treasuring what they have today, like friends, teachers and family.

11、 Ⅲ. Difficult points and important points: 1. to have students work out how dramatically Anne’s feelings changed. 2. to have students work out the reasons for the change of Anne’s feelings. Ⅳ. Teaching procedures: Pre-reading 1. The teacher has students talk about their new friends in the clas

12、s, as well as the personalities that make them become good friends. 【設計說明】談論新班級中結(jié)交的新朋友使學生進入一個輕松的學習氛圍，同時，教師也能自然地引入本節(jié)課的話題。 2. The teacher has students talk about their non-person friends after sharing with students his story with his friend, a bicycle. Students may consider things like basketball, c

13、omputer, books and pets as their friends. 【設計說明】談論各種可以成為朋友的人或物可以引導學生進行批判性思考，開闊他們的思維。同時，教師也有意引導學生想象安妮如何與日記成為朋友。 Reading 1. Skimming (Paragraph 1&2): the teacher has students skim the first two paragraphs and find out words or expressions related to the background information of the diary. Students

14、 may find out words or expressions like Amsterdam, Netherland, German Nazis, World War II. After that, the teacher has students share with their partners their previous knowledge related to the background information 【設計說明】本環(huán)節(jié)旨在訓練學生略讀并找出有用信息的能力，同時為后續(xù)的背景知識介紹作準備工作。 2. Talking: the teacher shows pict

15、ures of Jews in Europe during World War II and has students talk about what they can learn from the pictures. Students may mention facts like “a lot of Jews were caught and killed”. 【設計說明】本環(huán)節(jié)旨在訓練學生通過讀圖查找信息的能力，同時教師以學生主動習得的方式介紹了文章的歷史背景，為后續(xù)理解作者情感態(tài)度變化的環(huán)節(jié)作了鋪墊。 3. Careful reading (Paragraph 1&2): the te

16、acher has students read paragraph 1&2 and answer the following questions: 1) What is a true friend like in Anne’s opinion? 2) How do most people keep their diaries? 3) How about Anne’s diary? Blackboard 【設計說明】本環(huán)節(jié)旨在訓練學生仔細閱讀，提取有用信息的閱讀策略。同時，通過比較普通人的日記和安妮日記內(nèi)容上的差異，學生將了解安妮日記不僅記錄了事實，更多的則是情感的流露。 4. Skim

17、ming (the diary): the teacher has students skim the diary part and find out all the words and expressions related to nature before and after Anne’s hiding away. 【設計說明】本環(huán)節(jié)旨在訓練學生通過略讀對文章描述性語言進行歸納的能力。同時，通過對比安妮藏身閣樓之前和之后所見所感的自然環(huán)境，了解安妮日記中情感的巨大變化。 5. Transposition thinking: the teacher provides two situat

18、ions and has students talk about what they themselves will feel or do. (Situation 1: You are going to climb Zhaobao Mountain, a place near our school; Situation 2: You are thinking what to do in a dark, rainy evening with thundering clouds.) 【設計說明】本環(huán)節(jié)旨在引導學生進行換位思考。若處于與安妮類似的環(huán)境中，學生的所感所為如何？本環(huán)節(jié)的設計巧妙地運用

19、換位思考，為后續(xù)理解安妮情感變化作了鋪墊。 6. Careful reading (the diary): the teacher has students read the diary part again carefully and talk about Anne’s feeling according to the diary. After that, the teacher has students talk about the reasons why they consider nature as nothing special rather than something valu

20、able and hard to get close to. 【設計說明】本環(huán)節(jié)旨在訓練學生仔細閱讀并根據(jù)上下文猜測grow crazy about, never have kept me spellbound, held me entirely in their power等短語的含義。同時，教師引導學生在換位思考的基礎上對安妮的感受變化的原因進行分析。 7. Comparison and critical thinking: the teacher has students talk about the question “for what purpose did Anne (you)

21、 stay awake until half past eleven?” Students may mention facts like “in order to play computer games”, “in order to watch football matches” and so on. The teacher has students talk about what they can learn from the difference between Anne and them. 【設計說明】本環(huán)節(jié)旨在訓練學生換位思考和批判性思考的能力。教師通過引導學生思考自己和安妮熬到半夜

22、的不同目的對安妮因失去自由以及受到納粹迫害而急切渴望大自然的情感態(tài)度進行較深入的分析。 Post reading 1. Discussion 1: the teacher has students talk about what on earth Anne was eager for according to what was mentioned during this period. 【設計說明】本環(huán)節(jié)旨在對本節(jié)課中的換位思考和批判性思考進行總結(jié)歸納，同時讓學生在自我的探索學習中揭示本文的中心思想。 2. Discussion 2: the teacher has students

23、imagine they have to go into hiding like Anne and her family. What or who would they miss most? Give reasons. Students may mention their friends, teachers, family and so on. 【設計說明】本環(huán)節(jié)旨在引導學生在升華課文內(nèi)容的基礎上進行換位思考。通過探討自己不得已要躲避起來的時候最想念的人或物，學生能對安妮日記中描述的情感變化感同身受。 3. Quotation: the teacher provide students with an encouraging saying: Treasure what you have today. 【設計說明】本環(huán)節(jié)旨在激勵學生珍惜當下的友情、親情，不要等到失去了才后悔。 【精品文檔】第 4 頁