教学设计-模板+M1U1---------.doc

Lesson Plan
NSEFC Module1 Unit1 Reading Anne’s Best Friend

Teacher: 外语组NO.1 蔡珍瑞
Period: Period 1
Lesson type: Reading
Duration: 45m
Teaching ideology
The current theory views reading as an interactive process. This process does not only involve the printed page but also the reader’s knowledge of the language in general, of the world and of the text types. During the process of reading, all these factors interact with each other and compensate for each other.
Based on the understanding of reading as an interactive process teaching reading in the classroom divides the teaching procedures into basically three stages in which bottom-up and top-down techniques are integrated to help students develop their reading strategies and increase their language efficiency in general. These three stages are pre-reading, while-reading and pose-reading.
According to the new English curriculum, the Ss should be the center of the class. It will be better if the Ss learn English by doing something. and develop their comprehensive language competence.
Teaching material and learning condition
The analysis of teaching material
The passage is from NSEFC Module1 Unit1. The Topic of this unit is friendship. This passage is designed to cultivate the Ss’s reading ability. It consists of two parts; the first part is an introduction and the second part is a diary entry written by Anne in the form of letter. The diary by the Jewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in WW2. She treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. The passage is not very difficult though it includes some new words and phrases.
The analysis of learning condition
The students are supposed to be from grade1 in a senior high school. The Ss in this age are easily activated by pictures and sounds in the class and they like to air their opinions about something. As high school students, they have achieved certain English level so they have no problem in comprehending the text and get the basic idea. They have learned the Second World War so their previous knowledge about it can lessen their difficulty of comprehension.
Learning objectives
1. Language skills
Ss will be able to predict the content of the passage before reading according to the title.
Ss can get the general idea of the passage by skimming.
Ss can scan the passage and find out some specific information about Anne and her diary.
Ss can introduce Anne’s condition and tell her feelings according to her diary.
2. Language knowledge
Ss can grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc;
Ss can learn the sufferings of Jewish people during the Second World War by reading Anne’s diary.
3. Affects
Ss will deeply feel the pain Jewish people suffered during the WW2 by reading Anne’s diary.
Ss will also realize the importance of freedom and the value of friendship.
4. Cultural awareness
Ss will know more about the Second World War, especially the persecution Jewish people suffered from the Nazi.
5. Learning strategy
Ss are able to cultivate their ability of individual learning and cooperative learning by doing some activities independently and some in groups.
Ss can communicate with their classmates in English in group work.
Language focus and anticipated difficulties
Language focus
Ss will improve their reading ability by training some of the reading skills, such as skimming, scanning.
Ss can grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc;
Anticipated difficulties
Ss may have the difficulty in using some adjectives to describe Anne’s feelings at first, because their vocabulary is not very large. So Ss will work in groups to discuss, the group work can lessen the difficulty of this task.
Teaching method
Three-stage model: Based on the understanding of reading as an interactive process which involves not only the printed page but also the reader’s knowledge of the language in general, of the world, and of the text types, teaching reading in the classroom divides the teaching procedures into basically three stages. They are pre-reading, while-reading, and post-reading.
Teaching aids
Multi-media devices, PPT documents.
Teaching procedures
Step1. Lead-in (7 min)
Activity1.Greetings (1min)
T greets Ss warmly and then starts the lesson.
T: Good morning, class.
…
Activity2.Talking about the video (6min)
T leads in the topic by playing a short video clip of an American movie “Cast Away” in which the hero Chuck was cast away on a deserted island in an air crash, so he made friends with a volleyball, the company of which helped him go through the hard times. After watching the video Ss should discuss the reasons why friends are important to them.

T: Let’s enjoy a video clip. (T plays the video and ss watch it carefully.)
T: How does Chunk feel when he was alone on the islands?
Ss: He feels very lonely.
T: So he needs friends to company him. So we can know friends are important. Why friends are important to you? (T guides Ss to list out the reasons by drawing the mind map.)

Friends are important.
helpful
good company
reliable
…

T: What is Chuck’s friend?
(Ss： It is a volleyball.)
T: So a friend needn’t always be a person Right? Have you ever made friends with animals, plants or even an object? (Some Ss may answer yes, so T asks them what they are.)

[Aims] T adopts audio-visual teaching method in this activity. T leads in the topic with a video clip which can attract ss’ attention. Then ss talks about the movie around the topic of friendship, the atmosphere of the class can be activated. While discussing the importance of friendship, T use the mind map to encourage the ss to come up with more answers because it is a open question.
Step2. Pre-reading (3min)
Activity1. Predicting based on the title (1min)
Ss try to guess what Anne’s friend is and what happened between Anne and her friend by reading the title and having a quick at the pictures in this passage without reading it.
T: please open your books and turn to page2. Look at the title and the pictures on this page, can you guess what Anne’s friend is and what the passage is about
(Ss may come up with some answers which are not correct, but T should not tell them at once because ss will find the answer in the next activity.)

[Aims] In this step, ss guess the content with the help of the title and pictures. During the process, their minds can become closer to the theme. Although they cannot get the right answer by, but they will concentrate more on the text in the while-reading step.
Activity2.Background information (2min)
T introduces the background information of the story, mainly about the WW2 and the Nazi’s policies towards Jews.

[Aims] T introduces some background information to ss to activate their background knowledge. According to the schema theory, the background information of the passage will make it easier for the ss to comprehend the passage.
Step3. While-reading (24min)
Activity1.skimming (4min)
Ss skim the introduction part of the passage and try to find out what Anne’s friend is and the main idea of the passage.
T: What is her friend?
Multiple choices
What is the main idea of the first two paragraphs? ( )
A. Anne, a Jewish girl, treat her diary as her best friend when hiding from Nazi.
B. Anne’s family hid from Nazi for nearly 25 months before discover.
C. Anne tells everything to her friends.

Read the diary quickly to find out the main idea of the diary.
Fill in the blanks and complete the main idea of the diary.
l Anne expressed _______________________after hiding for a long time.

l ______________________kept Anne spellbound.
(Keys: her feelings about nature, Everything about nature)

[Aims] In this activity, Ss read the passage very quickly and try to find out the general idea of passage. In the process, the Ss’s reading skill of skimming is trained.
Activity2.Scanning (5min)
Ss read the passage quickly and try to find out some specific information so as to complete the following tasks.
T: please read the introduction part quickly and complete the table.
Introduction part
The time of the story

The place of the story

The heroine

Her best friend

The length of time she hid away

[Aims]Ss scan the introduction part and find out some specific information of the passage, so the Ss’ reading skill of scanning for specific information is trained here.
Activity3.Close-reading (15min)
T guides the Ss to learn the passage paragraph by paragraph, laying focus on the diary part.

Introduction part
Read the introduction part carefully and join the correct parts of the sentence.

1. Anne kept a diary because
A. she couldn’t meet her friends
2. She felt very lonely because
B. Jews were caught by Nazis and killed.
3. They had to hide because
C. she could tell everything to it.
4. Anne named her diary Kitty because
D. she wanted it to be her best friend.

Diary part

Paragraph1
Ss find out Anne’s different feelings toward nature before and after her hiding and the reasons.
Feelings
After
I’ve grow crazy about everything to do with nature.
Before
Nature never has kept me spellbound.
Reasons:
I haven’t been able to be outdoors.

Paragraph2
Ss read paragraph2 carefully to find out the details of her two experiences and then take notes.
Experience2
When:______________
What:____________________________________________________
How(feelings)_____________________________________________
Experience1
When:______________
What:____________________________________________________
How(feelings)______________________

Keys: one evening; moon; didn’t dare open a window
Five months ago; the darkness, the wind, the thundering clouds;
be held entirely in their power.

Paragraph3
Ss read paragraph carefully and find out the mood of Anne by finding out the words describing environment.
dirty curtains
dusty windows
Mood：Sad

T ask the question and Ss try to answer it by referring to the book.
T: what’s Anne’s opinion towards the nature?
(Keys: Nature is one thing that really must be experienced.)
[Aims] There are various comprehending activities in the close-reading step. T helps Ss read the passage carefully and help them to have a fully understanding of the whole passage. Through the comprehending activities, Ss will have a deep understanding of the passage.
Step4. Post-reading (10min)
Activity1. Thinking about Anne (2min)
T asks the students about their feeling towards Anne and her experience, Ss try to tell their real feelings so as to realize the importance of freedom and feel the sufferings of the Jews during that time.
T: How do you feel about Anne?

[Aims] Ss tell their feelings and the T guides them to realize that the importance of freedom so as to achieve the affective objectives.
Activity2. Group-work: Write a preface (8min)
T creates a situation in which Anne’s diary will be published so the Press needs to write a preface of the book. Ss work in groups and work out the preface. The requirements is that Ss should try to recall what they have learned in this period and write down something related to this reading material. T provides some key words on the screen to help them do the task.
Preface

Anne, World War Ⅱ,hide, German Nazis, diary, friend, grow crazy, nature

[Aims]By writing the preface for the book, Ss will summarize what they have learned in this period. In the process, they will improve their reading skills of summarizing.
Homework (1m)
1. Polish the preface and hand in it tomorrow.
2. Review words and phrases and make a sentence of each.

Blackboard design

Unit 1. Anne’s best Friend
grew crazy

Reason
paid no attention
Attitude
After
Before
Time

grow crazy
outdoors
on purpose
in order to
curtain
dusty

Above is my blackboard design, on the right side are some key words and phrases and there is something about the content of the passage in the middle.

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