Unit 1 Friendship Period 2

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。
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。
三、教学步骤：
步骤一 读前 Pre-reading
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。
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。
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。
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。
Step1.Warming up
Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home.
How would you feel What would you do
Four students a group discuss with each other for 2 minutes.
Activity2: Play a short part of the movies Schindler’s List
Activity 3:讨论交流，教师板书总结
问题1.Why do you need friends
(help, understand, encourage, share```)\
(I want him to help me when I am in trouble. / I want him to understand me. / I want him to encourage me when I fail. / I want him to share my happiness and trouble.```)\
问题2：Does a friend always have to be a person What else can be your friend (books, TV, football, music, diary```)
问题3：do you think a diary can become your friend Why
Because I can tell her everything.
Because she can share my happiness and trouble.
Because she can help me out of loneliness.
Because she can listen to me all the time.
Step2. Predicting
Students read the title of the passage and observe the pictures and the outline of it to guess:
Who is Anne’s best friend
What will happen in the passage
步骤二 快速阅读 Fast reading
快速阅读背景叙述部分。
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。
Step3. Skimming
Students skim the passage in 2 minutes to get the main idea :
Who is Anne’s best friend
When did the story happen
Why did she make the story her best friend
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。
快速阅读日记部分 (skimming)。让学生快速浏览安妮日记的每个段落的首句和末句，归纳日记的中心大意（main idea of the diary）。归纳时，教师可给予学生一定的句型提示，然后由学生将信息补充完整。
设计意图：归纳大意对大部分刚刚进入高中阶段的学生会有困难，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
让学生仔细阅读安妮日记。阅读前，教师要求学生在阅读过程中不使用字典或词汇表查文中新词汇的含义，应根据上下文先猜测词汇。如猜不出，只要不影响理解句子的大意，可跳过新词汇直接阅读下面的内容。遇到理解困难的部分，可划线做标记。读后完成右表（可以填关键词）。
让学生思考安妮遥望夜空时的心情，想出最能抒发她的感受的词汇。
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。
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。
Step4. Scanning
Students work in pairs to find the information required below:
Anne
in World War Ⅱ
Fill in the blanks:
Who Anne and her family
when During World war II
where In Amsterdam in Netherland
Why did they hide away Her family was Jewish
How long had they hidden away Nearly 25 months
What did she do She kept a diary and made it her best friend
How did she feel She was crazy about everything with nature.
Why was she crazy She had been indoors too long.
Why did she stay awake In order to have a good look at the moon.
Why didn’t she dare to open the window They might be discovered.
What did she think of the night sky She was struck by the beautiful night sky.
When were they caught About August 1994
Step5. Intensive reading
Students work in group of four to discuss the following open questions:
1.Why did the windows stay closed 2.How did Anne feel 3.What do you think of Anne
4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).
5.Which sentences attract you in the passage
步骤四 难句点评 Difficulties
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。
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。
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。
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
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。
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。
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。
Step6. Activity
Four students a group to discuss the situation:
Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.
What will you take Why How will you spend the 3 months How will you treat each other and make friends
步骤六 作业 Homework
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。
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。
Step7.Assignment
Task1. Surf the Internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.
Task2.Ex2.3on Page3
reasons
Friends
Reasons
What
Why
How to enjoy herself
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