基于“翻转课堂教学模式”的课堂设计 ——以 Anne’s Best Friend 阅读教学为例
镇海中学 陈军 Ⅰ. Analysis of the teaching material and students
The topic of this unit is friendship while the teaching material in this le
sson is about Anne’s diary. In terms of the content of the diary, Anne not only set down 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 comparing 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 diary 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, 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 further understanding of the deepest feelings and thoughts hidden in Anne’s diary.
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. Language 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 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 lesson, 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 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.
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 class, as well as the personalities that make them become good friends. 【设计说明】谈论新班级中结交的新朋友使学生进入一个轻松的学习氛围，同时，教师也能 自然地引入本节课的话题。 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, computer, books and pets as their friends. 【设计说明】 谈论各种可以成为朋友的人或物可以引导学生进行批判性思考， 开阔他们的思 维。同时，教师也有意引导学生想象安妮如何与日记成为朋友。 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 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 【设计说明】 本环节旨在训练学生略读并找出有用信息的能力， 同时为后续的背景知识介绍 作准备工作。 2. Talking: the teacher shows pictures 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”. 【设计说明】 本环节旨在训练学生通过读图查找信息的能力， 同时教师以学生主动习得的方 式介绍了文章的历史背景，为后续理解作者情感态度变化的环节作了铺垫。 3. Careful reading (Paragraph 1&2): the teacher 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?
【设计说明】本环节旨在训练学生仔细阅读，提取有用信息的阅读策略。同时，通过比较普 通人的日记和安妮日记内容上的差异， 学生将了解安妮日记不仅记录了事实， 更多的则是情 感的流露。 4. Skimming (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. 【设计说明】本环节旨在训练学生通过略读对文章描述性语言进行归纳的能力。同时，通过 对比安妮藏身阁楼之前和之后所见所感的自然环境，了解安妮日记中情感的巨大变化。 5. Transposition thinking: the teacher provides two situations 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.) 【设计说明】本环节旨在引导学生进行换位思考。若处于与安妮类似的环境中，学生的所感 所为如何？本环节的设计巧妙地运用换位思考，为后续理解安妮情感变化作了铺垫。 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 valuable and hard to get close to. 【设计说明】本环节旨在训练学生仔细阅读并根据上下文猜测 grow crazy about, never have kept me spellbound, held me entirely in their power 等短语的含义。 同时，教师引导学生在换位 思考的基础上对安妮的感受变化的原因进行分析。 7. Comparison and critical thinking: the teacher has students talk about the question “for what purpose did Anne (you) 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. 【设计说明】 本环节旨在训练学生换位思考和批判性思考的能力。 教师通过引导学生思考自 己和安妮熬到半夜的不同目的对安妮因失去自由以及受到纳粹迫害而急切渴望大自然的情 感态度进行较深入的分析。 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. 【设计说明】 本环节旨在对本节课中的换位思考和批判性思考进行总结归纳， 同时让学生在 自我的探索学习中揭示本文的中心思想。 2. Discussion 2: the teacher has students 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. 【设计说明】 本环节旨在引导学生在升华课文内容的基础上进行换位思考。 通过探讨自己不 得已要躲避起来的时候最想念的人或物，学生能对安妮日记中描述的情感变化感同身受。 3. Quotation: the teacher provide students with an encouraging saying: Treasure what you have today. 【设计说明】本环节旨在激励学生珍惜当下的友情、亲情，不要等到失去了才后悔。