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1、Understanding ideas板块教学设计课型Reading主题语境人与社会一文学作品对读者的影响内容分析本板块呈现了一篇反映单元主题的课文。课文以网页的方式呈现，展示 了相约星期二这本书的人物和情节的简要介绍以及四位读者对该 书的评价，从不同角度剖析了书中主人翁如何坦然面对死亡，如何树 立正确的人生观、价值观，如何正确对待友情，以及如何使自己的生 活过得更加充实等一系列的现实问题。读前的导入活动，需要学生阅 读该书封底的推荐文字并回答问题，旨在激活学生对该书的阅读兴 趣。读中活动请学生快速浏览四段评价，思考不同读者会对本书给出 怎样的评价，使学生快速了解文章大意。读后活动通过选出文章
2、中所 提及的话题、填写表格，以及回答开放性问题等活动，帮助学生逐步 深入理解课文主旨，赏析文本表达方式，探究单元主题思想，培养学 生的文学鉴赏能力。教学目标1引导学生获取课文的主要内容，初步了解相约星期二一书的主旨 大意；2引导学生阅读课文，感知课文的语篇结构及语言特点，学习和掌握课 文中与话题相关的表达方式，并能运用所学表达方式进行交流；3帮助学生根据课文中各个板块的内容，对如何写书评、如何给文学作 品写简介等方面有一个初步了解，同时加深对单元主题思想的认识。教学重点1 .引导学生读懂语篇，理解文段、把握文本结构；2 .引导学生了解文学作品及其评介/论的文体特征。教学难点1 .如何引导学生理
3、解戏剧结构，把握人物重要信息；2 .如何引导学生欣赏文学作品，提升他们的文学鉴赏水平。教学策略Pre-learning, While-learning, and Post-leaming strategy (P-W-P 模式)Teaching contentsProceduresPurposesTeachers activityStudents activityActivity 11. Teacher asks students to read very fast the recommendations on the back cover of the book and get ready f
4、or the first (ask (the two questions).2. Teacher asks the class to ask and answer the 2 questions in pairs and then exchange the role.1. Students read very fast the recommendations on the back cover of the book and get ready for the first task (the two questions).2. Students work in pairs and ask an
5、d answer the 2 questions and then exchange the role.1. To enable the students to think about their way of life.2. To connect the short passage with the students5 life.3. To arouse the students curiosity about their liffs journey.3. Teacher invites two or more groups to the front or just stand up to
6、give their presentations.3. Two or more groups give the class their presentations.Activity 21. Teacher asks students to read the passage and predict what it is about.2. Teacher asks students to work in groups to decide how many stars the four people would give the book.3. Teacher invites two or more
7、 groups to the front or just stand up to share their results or reasons.1. Students read the text quickly, predicting what the passage is about.2. Students work in groups to decide how many stars the four people would give the book.3. Two or more groups come to the front or just stand up co share th
8、eir results or reasons.1. To enable the students to improve their skills in fast- reading.2. To make students have a better understanding of the reading passage.Activity 31. Teacher asks students to read the passage again and choose the authors purpose in writing the passage.2. Teacher tells student
9、s something about the author and the book Tuesdays with Morrie3. Teacher invites some students to share their answers with the class.1. Students read the passage again and choose the authors purpose in writing the passage.2. Students have a general idea of the author and (he book Tuesdays with Morri
10、e3. Some students share their answers with the class.To figure out the authors purpose of writing the passage.1. Teacher asks students to read the passage carefully and figure out the main structure of the passage and the main idea of each part.2. Teacher asks students to work in groups, going over
11、the passage again and choosing the topics1. Students read the passage carefully and figure out the main structure of the passage and the main idea of each part.2. Students work in groups, going over the passage again and choosing the topics of the book mentioned1. To figure out the main idea as well
12、 as the structure with some details of the reading passage.2. To enable students to be more familiar with the text.3. To learn how to use the figure of speech metaphor.Activity 4of the book mentioned in the passage and finding evidence to support their choice.3. Teacher checks the answers with the s
13、tudents.4. Teacher asks students to read the passage again so as to further understand the structure of the passage.5. Teacher invites some students to retell the passage and others may make comments.6. Teacher deals with some of the most important language points, sentence patterns, grammar items a
14、s well as (he figure of speech - metaphor.7. Teacher ask students to work in pairs and choose the topics of the book mentioned in the passage and then find evidence to support iheir choices.8. Teacher asks students to work in groups to organise information from the passage and complete the table. Af
15、ter that, teacher asks some students to give their answers and check them one by one.9. Teacher asks students to go online, as (heir in the passage and finding evidence to support their choice.3. Students work in class to check the answers with the teacher or their deskmate.4. Students read the pass
16、age again to further understand the structure of the passage.5. Some students retell the passage, while others may make some comments.6. Students may raise their hands if they have any question(s) concerning (hese items to ask the teacher, esp. the figure of speech 一 metaphor.7. Students work in pai
17、rs and choose the topics of the book mentioned in the passage and then find evidence to support their choices.8. Students work in groups to organise information from the passage and complete the table. After that, students may raise their hands and give their answers and check them one by one.9. Stu
18、dents go online, as their homework, tohomework, to find out what other comments have been made on this book and whether these comments make them want to read the book and then give reasons. Share (heir findings in class.10. Teacher asks students if these comments make them want to read the book and
19、then give reasons.find out what other comments have been made on this book and whether these comments make them want to read the book and (hen give reasons. Share their findings in class.10. Students try to find out whether these comments make them want to read the book and then give reasons.Think&S
20、hare1. Teacher asks students to work in pairs and read carefully the four questions and get ready for the answers.2. Teacher asks students to work in groups, discussing the answers to the four questions.3. Teacher asks pairs of students to the front to give presentation of this part.1. Students work in pairs and read the four questions carefully and get ready for the answers.2. Students work in groups and discuss the answers to the four questions.3. Pairs of the students are invited to the front of the class, and give presentation, while others make comments.