小说欣赏阅读课例教案及反思
2017-06-20 17:39阅读：
Appreciative Reading
The story of an hour
Teaching plan
Estimated time of the class: 45
minutes
Students level: Liberal art class, Senior
2
Class size: 54
Instructor: Wu Yanjun
Teaching material:
American writer Kate Chopin’s short story- The Story of an
Hour from AC curriculum Beijing University
Teaching objectives:
This class is designed as an appreciative reading class. The
focus of this period will be placed on the appreciation and
analysis of the story, including the analysis of the
characterization, plot and language features.
Learning objectives:
After learning and appreciating the story, the students are
expected to be able to
1. develop their cooperative and
independent learning ability via different approaches.
（Learning and Language
ability）
2. understand the story well by
learning the language features; (Thinking quality)
3. have the awareness and the desire necessary for
appreciating the beauty of English
literature(Culture
moral)
Teaching approaches:
Question-guided
teaching and appreciative reading approaches
Learning strategies:
Cooperative learning strategy, communication learning
strategy
Key point and important
point:
The promotion of students’ awareness
and ability of appreciative reading English literature
Pre-entry performance:
1. Students’ self- learning of the vocabulary and reading of
the story
2. Student reading group working together to prepare for the
project from 3 dimensions: the author, the characters and the
plot
Teaching procedures:
Step 1: A warming up (8’)
1. The
title
（Lead-in）
What does an hour mean to
you?
The purpose of the design is to start the thinking and
lead the students in the reading
Step 2: The story
1. Question tree(2’)
Some questions will
be asked to check students’ understanding of the
story.
Purpose of the design:
a. Check the understanding of literal and inferential
understanding. Question-guided entry.
b. Check their understanding of the literal meaning of the
story by using logical question chain and pave the way for the
retelling of the story
C. See the tree of the story--the branches of the
tree--explore the root of the tree
2. Story clock
(4m’)
Students are
expected to retell the story in a dragon-connecting way\or in a
clock way.
Formative check is involved here.
This step is meant to
a. get the students know more about the content of the
story.
b. encourage students’ participation and cooperation in
telling the story in an “hour”
c. boost effective teamwork learning ability.
d. increase teacher’s interaction with the student introduce
the psychological change of the protagonist.
The “symbol” of clock. A clock can tell a true story. Only
time can tell.
The tick of a clock is like telling a
story.
Step 3: The author and background
(2’)
Student reading group share with the class what they have
learned about the author and the
background of the story.
Student-based
independent and cooperate learning ability and language
ability.
Student
reading group volunteer to share their way of understanding the
author, and the social background.
This step is
meant to promote students’ independent leaning, teamwork and the
ability to have interaction with the author.
背景是故事的依托，只有了解了背景和作者，才能深度解读这个故事。在进行背景阅读的过程中，他们挖出了不少东西，家庭，婚姻，作品遭遇，内心独白。英语才艺展示的意义。
Step 4: Text analysis:
1. Characters and narration(4’)
Student reading group share with the class in a
role-play way
This step is intended for students’
interaction with the text and have a dialogue with the characters
in the story.
孩子们所解读的文本和文本本身想传达的还是有很大距离，孩子们还是停留在文本表面，看到一个简单的故事。而我和孩子们同步也在进行同期准备，我也是经过大量的阅读才能懂了这里的深刻寓意。而每读一遍，发现要讲的东西太多，这个小篇子内涵太丰富。美国语文，大学先修课。
2. Plot (2’)
a. Student reading group share with the class the
plot of the story by illustrating the structure of the
story
Exposition 1—3: Mrs.
Mallard knew the news of her husband’s
death
Development4—7: Mrs.
Mallard’s reaction to the news after she
went to her own room
Climax
8—17 : After a long period of mental
activities, she found the reason for living .It was
freedom --
the freedom of body and soul free
Resolution
18—23 : Mrs. Mallard died suddenly
when she saw her husband still alive
我为上这个课请教了语文老师，水平考试，必须交代的东西，23段文字。专业表达
Idea and purpose: teamwork and individual thinking, learning
ability and language ability, cultural background interpretation
and cross-culture interpretation
3. Language features(10 m’)
1. Syntactic features
2. Rhetorical devices
a. Symbolism(Para5-6)
b. Personification(Para9)
c. Parallelism(Para 14)
c. Analogy(Para7, Para10 and
Para20)
d. Contrast and Irony
语言欣赏，以修辞为依托，寻找重点段落来朗读欣赏，一石两鸟的方法。
Here the teacher will
explain the functions of different language features meanwhile the
students should find out them in the particular paragraph and enjoy
reading them aloud with feeling to the class.
Appreciate the language- try to use
it-language ability
Thinking ability- imagination- talent-
craft-techniques-high-level devices-high level thinking- highlight
the emotion- make the story related to the readers.
learn-appreciate-follow the example-imagine-create-design
appreciate-learning- internalizing-acquisition
appreciate the story by reading the story or some beautiful parts
of the story.
Step 5: Critical thinking (3 m’)
As Shakespeare says: There are a thousand Hamlets in a
thousand people's eyes. What is Louise in your eyes? How
much is her story related to us realistically?
Step 6: Exit ticket 3-2-1
3 things you have learned
2 questions
you want to ask
1 thing you
are thinking about
Formative check: (progress check
throughout the class)
Step 7: Assignment
(1m’):
Work in
groups to adapt the story into a stage drama.
•
1.Characters
• 2.Stage
directions
• 3.A
4-scene drama
Black board design:
人物关系图和文章结构图
![小说欣赏阅读课例教案及反思]( "小说欣赏阅读课例教案及反思")
exposition--development--climax--resolution
对于我作为一个一线教师，经历了四套教材的变迁以及几套高考体系的变迁，核心素养的还是让人感到振奋，它反映了知识经济社会和科技信息发展的新要求，强调创新意识和实践能力，合作意识和沟通交流能力，更加全面地诠释了英语作为语言的工具性和人文性的统一。“围绕关键能力和必备品格”，英语学科规定高中英语核心素养的内涵是语言能力、思维品质、文化品格和学习能力(程晓堂，赵思奇2016)。英语学科核心素养是对原有的英语课程五维目标的进一步提炼和升华。
教师要明确其精华，并要在日常教学中多渠道、多方位积极探索有益于学生核心素养形成的教学活动。从英语学科的核心素养的内涵分析和目标陈述来看，无论是语言能力发展还是学习策略调控，无论是思维品质培养还是文化品格塑造，在中国语言环境下，阅读是实现这些目标最生态，最便捷，最有效的途径。
我的这节课是基于核心素养的
