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视频标签：the Dog
所属栏目：初中英语优质课视频
视频课题：沪教版九上unit 8 reading The Curious Incident of the Dog in the Night-time 整本书阅读 读中分享_广州
本视频配套资料的教学设计、课件 /课堂实录及教案下载可联本站系客服
沪教版九上unit 8 reading The Curious Incident of the Dog in the Night-time 整本书阅读 读中分享_广州市英东中学
Teaching Plan
李宇航， December 27
一、教学材料
教学资料: The Curious Incident of the Dog in the Night-time 授课班级：初三（1） 主题: 爱与成长 课型: 读中分享课 课时长度：50 mins
二、教学内容分析 文本类型：悬疑／神秘小说
文本内容：The Curious Incident of the Dog in the Night-time(Chapter 101-139; Page61-90)
文本语言：难度适中，学生基于前期知识能够基本理解文本内容。教师需注意提示学生适当跳过一定影响理解的词汇。
文本评价：结构清晰，内容有趣，情节曲折，以爱与成长为主题，适合中学生认知水平。 文本简介：
《深夜小狗神秘事件》（The Curious Incident of the Dog in the Night-time）, 作者马克·哈登（Mark Haddon）英国作家、插画家、漫画家及剧作家。1962年生于英国中部名城北安普顿，1981年毕业于牛津大学，之后在爱丁堡大学获得英语文学硕士学位。
2003年，长篇小说处女作出版《深夜小狗神秘事件》，凭借作品本身的魅力，于2004年圣诞前夜，超越《哈利·波特》，登上英国畅销书排行榜第1名，并荣获英国“惠特布莱德年度图书”“、“大英图书奖年度童书”“、《卫报》“最佳儿童小说奖”等三十多项文学大奖。
小说站在15岁的小男孩Christopher的角度，向我们描述了一个与众不同的孩子，如何以一种不同寻常、令人惊奇却更能揭示真相的方式，来理解世界。展示了男孩孤独、游离而又充满勇气、诗意的精神世界。作品以第一人称叙述，对学生有较强的吸引力，语言相对简单，清洁明晰，小说在结构、主题、人物刻画、内心刻画、内心描写、对比冲突等方面皆有可挖掘之处。
本节课所分析章节属于整本书结构的第二部分，主要描述Christopher发现邻居家小狗离奇死亡并对其展开调查的过程。
三、学情分析
本届教学班共有学生16人。从历次纸笔测试结果看，学生整体语言水平差异较大，如何调动所有同学的积极性和主观能动性，参与到整本书阅读活动中来，是教师考虑的首要问题。
在完成九年级上第七单元、八单元的Reading学习后，学生对如何分析小说有了一定的认识。经过导读课和几次“文学圈”的合作阅读学习，学生对自己的角色和职责有了更清晰的认知，能够参与到小组活动中，进行较为积极的对话。
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基于“文学圈”阅读模式的理论基础，教师在考虑学生的语言水平、个人特长的基础上，结合本人意愿对学生角色进行了分工。从认知-理解-深辨-欣赏四个层面，引导学生进行自主合作学习、小组讨论、展示与同伴互评等活动激发学生的阅读积极性，更多表达自己对欣赏故事方面的理解，深入思考故事的发展和结局，以培养他们的思维能力和综合语用能力。
四、教学目标 1、语言能力
1）运用阅读策略猜测生词词意，获取细节信息，理解主旨大意，判断作者意图； 2）读懂故事的主题和意图，获取主要信息、理清故事的脉络； 3）表达观点和意见，参与讨论。
2、学习能力
1）利用交互问答、图画等信息理解主题； 2）通过互相交流，培养交际策略；
3）通过深入理解故事，挖掘人物性格，培养文学鉴赏力。
3、思维品质
1）通过对情节的分析，培养逻辑思维能力、理性思维； 2）通过对细节的理解，培养欣赏能力、推断能力；
3）通过同伴评价，拓展思维空间，扩充认知角度，培养明辨性思维能力。
4、文化品格
1）了解、赏析原版文本，学会合作、分享与倾听；
2）联系小说与现实生活，获得启示，体验文学作品的美与内涵； 3）学会做一个有责任心的人，并学会帮助他人，乐观待人待物。
本节课主要目的是激发和引导学生，从不同角度理解文本，欣赏文本，评析故事，表达观点。从而培养学生的欣赏能力，推断能力，明辨性（批判性）思维能力，交互式思维能力，并以写读书报告为最终呈现形式，培养学生逻辑思维和创造性思维能力，引发对生活的思考。
五、教学重点、难点 1、重点
1）理解故事情节，体会、挖掘人物的内心活动； 2）对故事表达个人不同的观点； 3）赏析文学作品，锻造思维品质。
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2、难点
1）个别学生互动学习参与性不强； 2）文本长度对学生造成心理压力。
六、教学设计思路 1. 指导方向：
2016年我国明确提出英语学科核心素养包括语言能力、文化意识、思维品质、学习能力。其中思维品质是英语学科核心素养的重要组成部分，而逻辑性、批判性和创新性思维能力是关键。好的阅读是一边阅读，一边猜测的过程，是凭借思维来理解信息、进行创作的过程。语言既是文化的组成部分，又是文化的载体。原版小说承载着大量的文化信息，通过阅读体验，学生接触并了解符合他们认知能力的英语生活方式和价值观念，有效拓宽学生视野、丰富知识层面，发展跨文化意识与能力，提高人文素养，为最终形成分析问题、解决问题能力打下基础。 2、教学思路： （1）前期准备：
通过学习教材中的故事类文章，帮助学生掌握文学阅读的基本要素。如：Archimedes and the
golden crown, Cao Chong weights an elephant, Two geniuses, Einstein and the little girl集中教学，
促进学生掌握setting, character, plot等分析文学作品的基本要素。
学习 The Gifts, The Last Leaf教材中篇章，补充阅读英文短篇小说，了解比喻、夸张、拟人等基本的修辞手法，触发学生的深度思考，建立文本与现实生活的联系。
（2）本课设计：
依托“文学圈”这一阅读模式，展开学习。设计开放性的任务指导学生对话文本，通过小组合作，激发学生的积极性和学习兴趣，组织信息，为完成阅读搭建脚手架。首先，在独立阅读的过程中，小组成员依据特定的角色和职责，按照角色自主阅读，完成任务，填写讨论提纲， 形成分享期待。其次，小组成员按照自己预先准备好的讨论提纲进行讨论，与其他成员进行分享将自己阅读过程中的阅读心得 。最后，展示交流，同伴互评，汇报总结。
3、教学方法：
任务型教学法、 语篇分析教学法、交际教学法。 七、教学过程 Process 步骤 Objective 目的
Teacher’s activities 教师活动
Students’ activities 学生活动 Learning methods 学习策略 Time 时间 Warm up 热身
Assess students’ understanding of the novel and prepare them to discuss in class.
Present some statements relevant to the content of the novel;
Ask students to judge;
• Decide on true or false:
判断正误:
a. The chapters of the novel are in order of
Checking in
5 mins
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初步检测及了解学生对指定章节的阅
读情况，营造上课
氛围。
Observe students’
reaction.
展示和文本相关的
陈述。
prime number.
b. Christopher tells us why he doesn’t like yellow in five ways. c. Rhodri is
Christopher’s friend. d. Christopher likes math because it was safe. He likes math because it means
solving problems, and these problems are difficult and
interesting but there is always a
straightforward answer at the end.
e. Clues and Red Herrings are the same writing device. Reading
comprehension 理解&欣赏
To check students understanding of the story; Help students understand the text; Provide
opportunities for students to communicate and share ideas. 学生交谈，检测、增进对文本的理解。 Walk around to check students’ understanding of the text; Record students’ participation and engagement level; Help students if
necessary.
观察、记录学生表
现。
Respond, question, make personal connections, evaluate, analyze and interpret the quotation or passage. 彼此交流，分析文
本。 Literature Circle 15 mins
Organize the content they shared and prepare for presentation.
组织、整理分享内容。
Ask students to make a poster to share the content of their discussion.
提醒各小组成员将分享内容制作为海报。
Make a poster to share show the main content of their discussion. 小组成员将分享内容制作为海报。
Poster making
5
Reading
appreciation& Evaluation 欣赏&评析
To get students to think more about the text.
To get students to understand the text better.
To provide a chance for students to share their opinions and think critically.
To lead students to appreciate the details of the story. To encourage students to read the text critically. 学生对文本有更深入的了解。 该环节为老师提供可见的评估证据，了解学生对文章的理解，可参照学生作品进行反馈。 Record students’ participation and engagement level; Help students if necessary.
Observe and take notes on students’ work.
观察、记录学生表现。
总结归纳学生作品情况。
Group Evaluation 小组间评价 Modified give one to get one.
Gallery Walk.
15 mins Presentation& Feedback 汇报&反馈
Share views. Help students understand and appreciate the text better.
分享观点，给出反馈，从不同角度理解文本。
Listen closely; Make further explanation if necessary; Record results.
聆听报告，若需要协助做进一步解
释，记录反馈结果。
Oral Presentation. 总结汇报。 Debrief
15 mins
八、板书设计
Agenda
Check-in (5 mins)
Literature Circle (15 mins)
Gallery Walk (15 mins)
Debrief (15 mins)
You are in charge of asking the questions your group needs to discuss. You are also responsible for thinking of new questions that you want your group to discuss. You need to make sure that everybody in your team has a chance to speak, and that everybody contributes to the discussion. How you do this is up to you.
| Name | Book | ||
| Group | Pages | ||
| Group members | |||
|
Questions/topics that the teacher would like you to discuss and develop answers to: |
|
Questions/topics you would like to pose for discussion: |
|
Sample question types: * What kinds of conflicts (problems) are the characters facing? * What do you think about the way the author/character …………………………………………….. ? * What if ……………………………………………………………………………... had happened instead? * What would you have done if you had been in this character’s shoes? * How has ………………………………………………………………………….… changed your attitude? * What do you think about this event? * Did ………………………………………………. surprise you? Why/why not? * What do you think will happen next? |
|
Reflect on your time as Discussion Leader for this literature circle: |
Your job is to present your group’s work to the rest of the class. You are also responsible for making a list of the main developments and changes in the plot, setting, and characters as you read. At the start of the each meeting, you will read this summary list to your group so that they can remember what they were reading about last time.| Name | Book | ||
| Group | Pages | ||
| Group members | |||
|
Questions/topics that you are working on in your group: |
| Key information to the share with the group: |
| Setting (think about changes in the setting or mood that seem important) |
| Plot (think about major events that take place) |
| Characters (think about how characters interact with each other and how characters have changed) |
|
Reflect on your time as Reporter for this literature circle: |
| Name | Book | ||
| Group | Pages | ||
| Group members | |||
|
Questions/topics that you are working on in your group: |
| Page | Word, phrase, passage, device | Reason for choosing this word, phrase, passage or device | Why did the author choose this word? What is the author/character trying to say? Is it successful? |
|
|
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| Language that caused confusion: | |||
|
Reflect on your time as Diction Detective for this literature circle: |
|||
You are in charge of making connections inside the world of the book, and also outside the world of the book. What connections can you see with what has already happened in the book? What predictions can you make about what will happen in the future of the book? Can you make connections with your own life and community, and other characters and stories?| Name | Book | ||
| Group | Pages | ||
| Group members | |||
|
Questions/topics that you are working on in your group: |
| Event from book |
Type of connection Text to self Text to text Text to world |
Connection |
|
|
|
|
|
Reflect on your time as Bridge Builder for this literature circle: |
||
Your job is to create an illustration related to the reading. It can be a sketch, cartoon, diagram, flow chart, or other depiction.| Name | Book | ||
| Group | Pages | ||
| Group members | |||
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