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基于“翻转课堂教学模式”的课堂设计——以Anne’sBestFriend阅读教学为例镇海中学陈军Ⅰ.AnalysisoftheteachingmaterialandstudentsThetopicofthisunitisfriendshipwhiletheteachingmaterialinthislessonisaboutAnne’sdiary.Intermsofthecontentofthediary,Annenotonlysetdownalotoffactsasordinarypeopledidbutalsogaveavividaccountofherdeepestfeelingsandthoughtsinit.StudentswholiveinanageofpeacemayhavedifficultyunderstandingAnne'experiencesandfeelings.Therefore,theteacherintendedtoguidethemtothinktranspositionallybycomparingtheirownexperienceswithAnne’sandhavethemthinkcriticallywhataccountedforthedifferentfeelingsoftheirsandAnne’s.Asforthevocabularyandsentencestructuresofthediary,wecan’tdenythatitisquitedifficultforsenioronestudentstounderstandtheoriginalworkofAnne’sdiaryverywell.Meanwhile,thereisslightpossibilitythatstudentscanbothhaveagoodcommandofallthelanguagepointsandhaveafurtherunderstandingoffeelingsandthoughtshiddenbeyondthelines.Inthiscase,theteacherintendedtoapplyFlippedClassTeachingMethod.Beforetheclass,studentswillbegivenapreviewingsheet(dealingmostlywithlanguagestudy).Studentsareexpectedtoteachthemselvestheimportantvocabularyandsentencestructureinthetext.Whileintheclass,theteacheristoguidestudentstothinkcriticallyandtranspositionallyinordertohaveafurtherunderstandingofthedeepestfeelingsandthoughtshiddeninAnne’sdiary.Ⅱ.Teachinggoals:1.Languageknowledge:Inthislesson,studentswillbeabletolearnthenewwordsandphrasesinsituations:growcrazyabout,neverhavekeptmespellbound,heldmeentirelyintheirpower2.Languageskills:Inthislesson,①studentswillbeabletousekeywordsandpicturesprovidedinthetexttoworkoutthebackgroundinformationofastory;②studentswillbeabletoskimthewholetextandfindoutneededinformationforfurtherunderstanding;③studentswillbeabletoreadcarefullyandfindoutthehiddeninformationbeyondthelines;④studentswillbeabletothinkcriticallyandtranspositionallyandworkoutthereasonsforthechangeofAnne’sfeelingbasedoncomparisonbetweentheirownexperiencesandAnne’s.3.Learningstrategies:Inthislesson,①studentswillbeabletosharetheirpreviousknowledgewithothersandgetthenewinformationneeded;②studentswillbeabletocooperatetofulfilltoughtasksandgroupproject.4.Emotionandattitude:Inthislesson,①studentswillbeabletofeelthecrueltyofWorldWarIIandGermanNazis,andshowsympathytoJewslikeAnneandherfamily;②studentswillbeabletosensethestrongeagerforpeace,freedomandnatureofthosewholosefreedom;③studentswillbeabletorealizetheimportanceoftreasuringwhattheyhavetoday,likefriends,teachersandfamily.Ⅲ.Difficultpointsandimportantpoints:1.tohavestudentsworkouthowdramaticallyAnne’sfeelingschanged.2.tohavestudentsworkoutthereasonsforthechangeofAnne’sfeelings.Ⅳ.Teachingprocedures:Pre-reading1.Theteacherhasstudentstalkabouttheirnewfriendsintheclass,aswellasthepersonalitiesthatmakethembecomegoodfriends.【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.Theteacherhasstudentstalkabouttheirnon-personfriendsaftersharingwithstudentshisstorywithhisfriend,abicycle.Studentsmayconsiderthingslikebasketball,computer,booksandpetsastheirfriends.【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。Reading1.Skimming(Paragraph1&2):theteacherhasstudentsskimthefirsttwoparagraphsandfindoutwordsorexpressionsrelatedtothebackgroundinformationofthediary.StudentsmayfindoutwordsorexpressionslikeAmsterdam,Netherland,GermanNazis,WorldWarII.Afterthat,theteacherhasstudentssharewiththeirpartnerstheirpreviousknowledgerelatedtothebackgroundinformation【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:theteachershowspicturesofJewsinEuropeduringWorldWarIIandhasstudentstalkaboutwhattheycanlearnfromthepictures.Studentsmaymentionfactslike“alotofJewswerecaughtandkilled”.【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.Carefulreading(Paragraph1&2):theteacherhasstudentsreadparagraph1&2andanswerthefollowingquestions:1)WhatisatruefriendlikeinAnne’sopinion?2)Howdomostpeoplekeeptheirdiaries?3)HowaboutAnne’sdiary?Blackboard【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(thediary):theteacherhasstudentsskimthediarypartandfindoutallthewordsandexpressionsrelatedtonaturebeforeandafterAnne’shidingaway.【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.Transpositionthinking:theteacherprovidestwosituationsandhasstudentstalkaboutwhattheythemselveswillfeelordo.(Situation1:YouaregoingtoclimbZhaobaoMountain,aplacenearourschool;Situation2:Youarethinkingwhattodoinadark,rainyeveningwiththunderingclouds.)【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.Carefulreading(thediary):theteacherhasstudentsreadthediarypartagaincarefullyandtalkaboutAnne’sfeelingaccordingtothediary.Afterthat,theteacherhasstudentstalkaboutthereasonswhytheyconsidernatureasnothingspecialratherthansomethingvaluableandhardtogetcloseto.【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growcrazyabout,neverhavekeptmespellbound,heldmeentirelyintheirpower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.Comparisonandcriticalthinking:theteacherhasstudentstalkaboutthequestion“forwhatpurposedidA